ASSOCIATION 
EDUCATIONAL  WORK 


GEO.  B.  HODGE 


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LIBRARY 

OF  THE 

University  of  California. 

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Digitized  by  the  Internet  Archive 

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EDUCATIONAL   DEPARTMENT 

Association 
Educational  Work 

For  Men  and  Boys 

A  HANDBOOK  OF 

Principles,  Policies  and  Methods  of  Meeting 
THE  Educational  Needs  of  Men  and  Boys, 
Day  or  Night,  Inside  or  Outside  the  Asso- 
ciation Building.  The  Results  of  Twenty 
Yeabs  of  Association  Experience 

Geo.  B.  Hodge 

Educational  Secretary,  The  International  Committee 
Young  Men's  Christian  Associations 


••  :•.:•: :.»,'. 

ASSOCIATION  PRESS 

New  York:    124  East   28th   Street 
London  :  47  Paternoster  Row,  E.  C. 


h^U^  ,^  :hU 


Copyright,  1912,  by 

The  International  Committee  of  Young  Men'; 

Christian  Associations 


•  •  ••  •  \  ••     •«      ••• 

•  • .  •  •.;•••••    •  •••  ... 


'\l 


PREFACE 

This  book  is  to  succeed  "Educational  Work  for  Men," 
issued  in  1902  and  which  went  out  of  print  in  1910.  It 
represents  twenty  growing  years  of  Association  experience 
in  all  kinds  of  Associations,  small  and  large,  and  among 
all  kinds  of  men  and  boys. 

It  is  designed  to  be  brief,  yet  reasonably  full  of  detail  in 
method  so  that  by  it : 

(1)  Any  secretary  in  any  small  Association  may  profit- 
ably organize  his  educational  program. 

(2)  Any  committee  may  find  how  to  study  its  field,  dis- 
cover needs,  mature  and  finance  plans  to  meet  such  needs. 

(3)  Any  person  may  know  the  varieties  and  tendencies 
of  supplementary  work  in  the  movement. 

(4)  Any  teacher  may  receive  practical  suggestions  in 
handling  courses  and  subjects. 

(5)  Any  stranger  desiring  to  know  about  the  movement 
can  be  thoroughly  informed  as  to  its  history  and  the  reasons 
for  its  substantial  growth. 

(6)  Any  educational  conference,  institute  or  summer 
school  for  study  of  Association  educational  work  may  use 
it  as  a  guide. 

It  is  fully  illustrated  with  over  fifty  charts  or  graphs  which 
clearly  interpret  and  emphasize  many  of  the  facts,  principles 
and  tendencies ;  also  with  thirty  pages  of  half-tones  showing 
the  various  kinds  of  work  in  operation.  An  unusually  com- 
plete, cross-reference  index  of  over  500  topics  treated  has 
been  prepared  and  placed  at  the  end  of  the  volume.  This 
will  be  found  most  helpful  and  valuable. 

The  educational  statistics  are  taken  from  various  sources 
including:  Government  Reports  from  the  Bureau  of  Educa- 
tion, and  the  Bureau  of  Commerce  and  Labor,  in  Washing- 


235367 


4        /:.:-/:\::%':-::.P$6MCE 

ton;  the  reports  of  the  various  State  Educational  Commis- 
sions; the  Proceedings  of  the  National  Education  Associa- 
tion; reports  of  state  and  city  superintendents  of  schools; 
the  Sage  Foundation;  many  books,  periodicals  and  other 
printed  matter,  including  American  Education  by  Draper, 
Continuation  Schools  by  Jones,  Laggards  in  Our  Schools 
by  Ayres,  publications  by  Thorndike;  also  from  visits  to, 
and  reports  of,  educational  facilities  in  England,  France, 
Switzerland  and  Germany. 

In  its  immediate  preparation  many  days  have  been  given 
by  several  men  aside  from  months  of  painstaking  effort  by 
the  author.  For  valued  counsel  and  much  material  help, 
the  Committee  is  under  obligation  to:  J.  G.  White,  educa- 
tional secretary,  Buffalo;  J.  G.  Perkins,  educational  secre- 
tary, Chicago ;  E.  L.  Wertheim,  educational  secretary,  West 
Side,  New  York;  M.  J.  Davies,  educational  secretary.  Cen- 
tral Branch,  Brooklyn;  W.  C.  Smith,  State  educational  sec- 
retary, Massachusetts,  to  whom  we  are  also  indebted  for 
special  photographs  on  boys  leaving  school;  F.  M.  M.  Rich- 
ardson, railroad  educational  secretary,  and  R.  P.  Kaighn, 
educational  secretary  among  industrial  workers — both  of 
the  International  Committee;  and  especially  to  R.  T.  Hill, 
my  associate  in  this  department,  who  prepared  the  chapter, 
"Among  Boys,"  and  parts  of  several  other  sections.  Also 
to  Mr.  B.  B.  Farnsworth,  general  secretary,  Twenty-third 
Street  Branch,  New  York,  to  Mr.  E.  L.  Shuey  of  Dayton,  a 
member,  and  Mr.  F.  B.  Pratt,  the  chairman  of  the  educa- 
tional section  of  the  International  Committee. 

We  trust  the  result  of  their  labors  will  prove  a  real  help 
to  all  Association  educational  efforts. 

George  B.  Hodge^ 

Secretary 
New  York 

January,  1912 


TABLE  OF  CONTENTS 


I.    Introduction  and  Survey 

Page  Paare 

Need 7  Scope  and  Nature 11 

Opportunity 10  Value 12 

Purpose 11 

II.    History,  Principles  and  Policy 

History 20  Policy 28 

Principles. 24  Religious  Instruction. 84 

III.    General  Features 

Reading  Room 89  Educational  Trips 49 

Library 41  Class  Lecture  Series 62 

Lectures 48  Educational  Clubs 64 

Practical  Talks 46  Class  Work 61 

IV.    Class  Work 

Schedule 62  Special  Courses  or  Schools 81 

Divisions 64  Text  Books 82 

Terms 66  Teachers 84 

Admission .' 67  Examinations 89 

Tuition  Fees 69  Closing  Exercises 90 

Class  Sessions 78  Summary 91 

Class  Rules 76  Day  Work 94 

Courses  of  Study 76 

V.    Administration  and  Supervision 

Nature  and  Principles 100  Equipment 182 

Educational  Committee 102  Student's  Equipment 188 

Educational  Secretary 107  Budget 189 

Training 114  Records  and  Reports 144 

Study  of  Field 117  Chronology 152 

Cultivating  Interest 123  Educatograph 166 

Advertising 128 

VI.    Among  Different  Groups 

City  Men  and  Boys 168  Industrial  Workers 168 

Railroad  Men 168  Colored  Men  and  Boys 171 

Rural  Men  and  Boys 162  Outside  of  Building 172 

Army  and  Navy 166  Coming  Americans 178 


CONTENTS 


VII.    Among  Boys 

Page  Page 

In  General 178  Shop  Work 196 

Keep  Boys  in  School 180  Educational  Trips 199 

Rooms  and  Furnishings 183  In  Camp 199 

Reading  Room 185  Agricultural 202 

Library  and  Books 186  Dramatics 204 

Practical  Talks 188  Exhibits 205 

Educational  Clubs 189  Leadership 207 

Class  Work 191 

VIII.    Vocational  Training 

Industrial  Education 209  Suggestions  from  Abroad  222 

Continuation  Schools 212  Vocational  Guidance 228 

Apprentice  Schools 216  Agricultural •. 231 

IX.    Miscellaneous 


Thrift  and  Savings 233  Social  Service 

Civic  Training 235  Exhibits  and  Contests 

Visual  Instruction 237 


ASSOCIATION   EDUCATIONAL  WORK 


I.     INTRODUCTION  AND  SURVEY 
1.    The  Need 

From  the  United  States  Bureau  of  Education  we  learn 
many  significant  and  startling  things : 

a.  Boys  leave 

More  than  two-thirds  of  the  boys  leave  our  splendid 
public  schools  before  the  end  of  the  eighth  grade.  The 
chief  reasons  for  so  doing  are — to  help  earn  a  living  for 
the  family,  the  "call  of  the  dollar,"  or  because  they  dislike 
school. 

b.  Length  of  schooling 

The  average  length  of  a  boy's  schooling  is  less  than  six 
years  and  this  school  training  is  taken  before  the  age  of 
twelve  or  fourteen,  while  the  boy  is  too  young  to  appreciate 
his  loss. 

c.  Boys  graduate 

Less  than  one  boy  in  four  completes  all  the  grammar 
grades,  and  but  one  boy  in  eight  goes  any  farther  with  his 
schooling.  Only  one  boy  in  forty,  or  one-fourth  of  those 
who  enter  the  first  year  of  the  high  school,  complete  the 
course  in  high  schools,  public  or  private,  or  go  higher. 

d.  Sixty  per  cent 

Of  all  boys  twelve  to  thirteen  years  of  age,  who  certainly 
should  be  in  school,  less  than  sixty  per  cent  are  there. 


8  ASSOCIATION  EDUCATIONAL  WORK 

How  Boys  Drop  Out  of  Public  Schools  in  the  United  States 
From  Sage  Foundation  Reports,  1911 


Grade 

Age  Boy 

First 

6      100 

Fifth 

11        65 

Eighth 

14        27 

High  School 

18         6 

e.  Those  who  remain 

From  the  Sage  Foundation  reports  we  learn : 

(1)  That  of  one  hundred  boys  in  the  first  grade  there 
are  only  fifty-five  in  the  fifth  grade,  twenty-seven  in  the 
eighth,  six  in  tlje  high  school,  and  one  to  enter  college. 

(2)  That  only  five  per  cent  of  the  males  in  the  nation 
are  fitted  by  definite  educational  training  for  their  occupa- 
tions or  vocations. 

These  and  similar  striking  facts  show  the  great  lack  of 
the  more  adequate  and  fuller  use  of  the  vast  wealth  of 
American  public  school  facilities  by  the  boys. 

f.  Illiteracy 

From  various  reliable  national  authorities  noted  by  A.  S. 
Draper,  New  York  Commissioner  of  Education,  we  learn 
that  among  the  voters  in  the  United  States,  illiteracy  is  more 
than  four  times  as  great  as  in  England  and  Scotland  where 
the  facts  are  based  on  records  of  marriage  licenses ;  sixteen 
times  greater  than  that  in  Switzerland ;  and  250  times  greater 
than  that  in  the  German  army.  The  present  records  show 
that  owing  to  the  very  large  immigration  during  the  last 
few  years,  the  per  cent  of  illiteracy  in  the  United  States 
is  slowly  increasing  rather  than  decreasing. 


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INTRODUCTION  AND  SURVEY  9 

Illiteracy* 

PROPORTIONS  OF  THOSE  IN  VARIOUS  NATIONS  WHO  CANNOT  READ  OR  WRITE 

New  York  State  Educational  Department.    Report  on  Illiteracy.  1907. 
Commissioner,  A  S.  Draper 

I    Germany— 1  in  2600 

■  Sweden  and  Norway— 1  in  1250 

■  Denmark— 1  in  600 
warn    Switzerland—!  in  166 
^^^mt^ammm    Holland— l  in  40 
^m^ma^^mma^    England  and  Scotland— 1  in  40 
^■^^IBi^HBBI^HI^iHi^^HBI^B^^^^^Hi    Prance— 1 

United  States— 1  in  9 

•In  Continental  Countries  figures  based,  largely,  on  army  recruits. 

In  England  and  Scotland  largely  on  marriage  licenses. 

In  United  States  on  voters.    Illiteracy  in  Southern  States  is  excessively  high. 

Percentage  of  Illiteracy 

In  Nations  without  compulsory  education  laws 60  to  68% 

In  Nations  with  compulsory  education  laws 1  to  10% 

In  States  in  United  States  without  compulsory  education  laws         .  12  to  88% 

In  States  in  United  States  with  compulsory  education  laws      .        .  8  to  12% 

g.    Occupational  training 

From  official  reports  of  various  national  and  state  edu- 
cational commissions  we  learn  that  there  are  more  than  370 
different  kinds  of  professions,  occupations,  trades  and  lines 
of  Hfe  work  represented  in  America.  For  only  a  small 
portion  of  these  occupations  have  definite  facilities  supple- 
menting public  school  privileges  been  provided  to  help  men 
and  boys  prepare  for  life  work;  while  in  some  foreign 
nations  the  corresponding  training  facilities — commercial, 
industrial  or  technical — are  many  times  greater  than  in 
America. 

The  need  for  specific,  timely,  adapted  supplementary 
training  in  commercial,  industrial  and  many  other  voca- 
tional lines  for  men  and  boys  in  America  seems  to  be  many 
times  greater  than  all  kinds  of  constructive  effort  yet  pro- 
vided to  supply  such  need. 


10 


ASSOCIATION  EDUCATIONAL  WORK 


2.    The  Association's  Opportunity 

In  view  of  the  many  and  increasing  series  of  needs  like 
these  to  meet  the  demands  of  our  present-day  complex  civili- 
zation, there  is  an  unparalleled  opportunity  for  the  service 
of  individual  men,  of  clubs,  of  the  Young  Men's  Christian 
Associations  and  of  the  Church  to  help  meet  such  needs  by 
largely  increasing  all  forms  of  supplementary  facilities  for 
general  vocational  training,  including  commercial,  industrial 
and  professional. 

fukijC  sJPriyfafe  Schoolsj  attendance  At  ..  SkAde^^c  roytic**.* 

T!£i  D  J*r  YM.Cfi.  oTktr  SuPPLENlENTftRi  Ed'H  ^UmhaJtd  Area. 


\fOCatiOi\a,L  "    Com7ner-«t*t 


miiuiiiimiiimmiminimitiMi^iftmin::^'. 


S  Afc     to 


JO 


The  field  for  supplementary  education  among  males  is  here  shown  to  ad- 
vantage. The  shaded  areas  of  two  kinds  show  relatively  the  number  of  males 
in  public  schools  and  also  in  all  supplementary  industrial,  vocational  and  pri- 
vate schools.  The  blank  area  shows  the  opportunity  for  vocational  training 
needed  by  males  under  55  years  of  age. 


THE  OPPORTUNITY  11 

As  the  Church  through  the  past  two  hundred  years,  in  all 
similar  needs  of  men  and  boys,  has  so  often  wisely  led  in 
providing  the  necessary  additional  educational  training 
through  college,  technical  schools  and  other  appropriate 
features,  so  today  its  leaders  through  the  Association  have 
an  increasing  opportunity  and  responsibility  for  extending 
adapted  service  in  the  highest  interests  of  men  and  of  the 
nation.  For  twenty  years  the  Associations  have  been  slowly 
but  steadily  developing  such  facilities,  increasing  the  number 
of  subjects  taught  from  20  to  120  in  1911 ;  the  number  of 
teachers  from  500  to  nearly  2,600 ;  the  practical  talks  from 
400  to  over  9,300;  the  number  of  students  from  12,600  to 
over  61,800;  the  annual  expenses  from  $60,000  to  over 
$780,000;  the  annual  tuition  receipts  from  nothing  to  over 
$528,000;  and  the  number  of  different  men  annually  defi- 
nitely aided  from  60,000  to  over  626,000. 

3.     Purpose  or  Objective 

The  purpose  of  Association  educational  work  is  to  develop 
efficient  Christian  manhood;  to  help  men  and  boys  help 
themselves ;  to  inspire  them  to  higher  ideals  of  life  and  ser- 
vice ;  to  acquaint  them  with  and  help  them  to  wisely  develop 
their  own  capabilities;  to  increase  habits  of  industry  and 
thrift;  and  to  prepare  them  to  render  more  easily,  willingly 
and  effectively  the  highest  type  of  industrial,  social  and 
Christian  service. 

It  encourages  and  strengthens  other  good  forms  of  edu- 
cational work ;  improves  citizenship,  commerce  and  trade 
through  appropriate  facilities  offered  at  any  hour  of  the  day 
or  night;  and  places  emphasis  upon  Christian  character 
building  as  fundamental. 

4.    Scope  and  Nature 

Many  years  of  Association  experience  in  an  ever  enlarg- 
ing program  of  practical  educational  privileges  conducted 


12  ASSOCIATION  EDUCATIONAL  WORK 

in  or  outside  the  Association  buildings  to  meet  needs  of  men 
and  boys,  show  the  following  general  divisions  of  privileges 
with  their  record  in  the  same  for  1911.  For  complete  defi- 
nition of  each  of  the  following  topics  or  features  see  chap- 
ters III.,  IV.  and  V. 

Reading  rooms,  used  daily  by  nearly  1,000,000  men  and 
boys;  libraries,  from  which  700,000  good  books  were  read; 
educational  lectures,  of  which  1,900  were  held;  practical 
talks,  8,800  of  which  are  reported;  educational  tours  of 
various  kinds;  educational  clubs  with  22,000  men;  class 
lecture  series  for  work  of  University  Extension  type  and 
with  6,300  men;  educational  classes  in  which  2,560  teachers 
instruct  61,850  students;  tutoring,  taken  advantage  of  by 
7,000  men  and  boys ;  individual  altruistic  service  of  a  large 
and  increasing  extent;  extension  features  of  great  variety 
outside  the  Association  building  and  promoted  by  over 
130  organizations;  work  for  coming  Americans;  and  Day 
schools  and  courses  of  a  large  variety  with  over  5,000  men 
and  boys  enrolled. 


5.    Value  of  Educational  Work 

a.    Value  to  men 

The  value  of  Association  educational  work  to  men  and 
boys,  as  shown  by  experience,  is  proven  by : 

(1)  Enabling  them  to  wisely  use  leisure  time  day  or 
night.  With  the  reduced  length  of  a  working  day  in  many 
places  from  twelve  hours  to  ten,  to  nine,  and  then  to  eight 
hours,  the  successful  daily  use  of  these  two  to  six  leisure 
hours  for  largest  efficiency  in  life  to  the  man  and  to  the 
community,  becomes  an  increasing  problem.  The  man  suc- 
ceeds or  fails  depending  upon  his  use  of  these  off  hours. 
While  the  great  majority  of  such  leisure  is  after  5  p.m.,  yet 
in  the  modern  developing  of  social  conditions  there  are  in- 


VALUE  TO  MEN  13 

creasing  numbers  of  males  with  off  hours  in  the  forenoon 
or  afternoon,  rather  than  in  the  evening.  Large  numbers 
of  men  are  on  a  night  shift,  thus  making  day  privileges 
necessary. 

(2)  Inspiring  them  for  larger  usefulness.  Every  form 
of  proper  study  becomes  helpful  not  only  in  business  pur- 
suits but  leads  to  a  larger  and  higher  life,  and  to  a  broader 
mental  horizon.  Increased  intelligence  of  the  right  kind 
creates  a  desire  for  that  mental  culture  which  is  considered 
by  many  as  having  the  only  real  value,  and  for  the  power 
of  real  enjoyment  and  usefulness  in  life. 

(3)  Helping  men  and  boys  discover  their  bent,  as 
through  the  proper  training  of  such  inclinations,  desires  and 
abilities  they  are  led  into  more  congenial  and  successful  life 
work. 

(4)  Developing  larger  and  more  adaptable  capacity  for 
service.  In  the  present  day  with  its  increasing  demand  for 
adapted  skill  and  intelligence  in  labor  of  all  kinds,  the  tech- 

j  nical  training  of  the  eye  to  see,  of  the  mind  to  think,  of  the 
will  to  act,  and  of  the  hand  to  do,  is  peculiarly  essential. 

(5)  Fitting  for  promotion  and  its  usual  increase  in  sal- 
ary. Since  1893  nearly  400,000  different  men,  in  from  10 
to  200  class  sessions  each,  have  been  aided  in  Association 
class  work  alone.  The  conservative  estimate  by  business 
economists  places  the  increased  value  of  the  service,  due  to 
the  training  a  person  secures  who  takes  the  most  thorough 
courses  of  Association  class  work,  at  $75  per  year.  This 
increased  income  per  year  is  equivalent  to  that  of  a  safe  5 
per  cent  bond  investment  of  $1,500.  Can  a  young  man 
more  easily  gain  a  larger  or  safer  permanent  investment? 

(6)  Similarly  careful  and  conservative  estimate  shows 
that  for  every  dollar  annually  invested  by  friends  of  young 
men  in  Association  educational  work  for  a  series  of  years, 
at  least  $2  is  seen  in  the  increased  income  of  the  man  or 
boy  taking  advantage  of  the  privileges  thus  provided. 


14  ASSOCIATION  EDUCATIONAL  WORK 


Educational  Privileges  and  Their  Use — North  America 

Entire  line  (dotted  and  full,  together)  shows  number  of  males  of  each  age- 
careful  estimate  from  census  and  Government  reports. 
Heavy  portion  shows  approximately  those  in  school. 
Dotted  portion  shows  approximate  field  for  supplementary  education. 
Age 


Fourth  or  Fifth  Grade. 
10    ^^^^^^^^^^ 


12 


Eighth  or  Ninth  Grade— Enter  High  School.                 "The  call  of  the  dollar.' 
14     ^^^^■^^■IH^^^^^^B 


High  School.  College  and  Professional. 

18 


20    ^HiH 

Opportunity  for  Continuation,  Trade, 
22    H 

Vocation  and  Apprentice  Schools— The  Special 
24    ■ 

Field  of  the  Young  Men's  Christian  Associations. 

26    I Over   6,000,000 

boys  go  to  work 
with  only  4   to  7 

*o    years'    schooling. 

Here   is  the  need 
OQ  for  the  trade,  voca- 

tional,  or  apprentice 

school. 
32    

The    higher    institu- 

34    tions  of  learning  in  the 

United  States  have  less 
than    200,000   male    stu- 

36    dents— one  and  one-half 

per  cent  of  males  over  10 
38    years  of  age. 

4Q  This  graphic  field  of  Educa- 

tional  opportunity  for  men 

continues    with    those    from 
42    42  to  60  years  of  age  or  more. 

(7)  Chambers  of  commerce  estimate  the  value  of  this 
Association  educational  service  to  the  interests  of  the  city 
and  the  nation  at  fifty  cents  per  working  day.  As  a  double 
factor  of  safety,  suppose  we  call  this  only  25  cents  per  day, 
then  for  all  of  the  61,850  men  in  class  work  (1911),  the 


VALUE  TO  MEN  IS 

value  of  this  increased  annual  service  to  the  nation  is  over 
$4,500,000. 

(8)  Helping  boys  to  remain  longer  in  school  and  thus 
realize  far  more  from  the  excellent  public  school  facilities. 
Thousands  have  dropped  out  of  public  school  at  12,  13  and 
14  years  of  age,  and  after  spending  one  or  two  seasons  in 
the  Association  have  gained  that  appreciative  intelligence 
which  has  led  them  back  into  the  upper  grades  of  the  gram- 
mar schools  or  into  the  high  schools.  Thousands  of  others 
from  14  to  18  years  of  age,  through  the  appropriate  Asso- 
ciation facilities,  have  gained  ability,  faith,  courage  and  the 
means  to  enter  college.  Many  hundreds  of  other  boys, 
through  the  influence  of  the  growing  educational  work,  have 

been  stimulated  to  enter  college.  -^ 

(9)  Development  of  Christian  character — the  climax  of 
best  educational  effort.  As  a  bad  man  educated  is  one  of 
the  most  dangerous  men  in  the  world,  so  by  interesting  con- 
trast, we  find  that  in  the  training  of  the  great  majority  of 
the  world's  best  leaders  and  workers.  Christian  character 
development  has  been  one  of  the  chief  factors.  The 
uniqueness  of  the  Association  is  seen  in  that  while  it  has 
successfully  met  practical  educational  needs  in  120  distinct 
lines  of  class  work,  and  thus  supplemented  other  schools; 
while  it  has  afforded  such  privileges  in  leisure  hours ;  while 
the  interest  and  attendance  of  men  is  from  ten  to  twenty 
per  cent  higher  in  the  Association  privileges  than  in  public 
evening  schools;  while  more  than  half  of  the  expense  of 
this  work  aside  from  buildings,  light  and  heat,  has  been 
paid  by  the  students  themselves — and  all  of  these  things 
any  school  can  do — yet  the  Association  in  addition  has  had 
a  different  objective  from  most  other  schools  in  its  aim  to 
have  all  these  efforts  and  privileges  permeated  by  the  spirit 
of  Christ  and  to  develop  sturdy  Christian  character  in  all. 
In  this  way  the  Association  makes  for  the  very  best  indus- 
trial, social,  commercial  and  Christian  citizenship. 


16  ASSOCIATION  EDUCATIONAL  WORK 

b.  Its  value  to  employers  is  seen  in: 

(1)  The  more  efficient  service  rendered  by  employees. 
More  of  care  and  intelligent  interest  in  the  employment 
usually  come  from  a  broadened,  trained  and  more  sympa- 
thetic employee. 

(2)  The  larger  profits,  better  output  and  greater  respect 
enjoyed  by  the  plant  or  corporation  on  account  of  the  in- 
creased skill  and  intelligence  of  the  employees.  As  a  man 
is  known  by  the  company  he  keeps,  it  is  equally  true  that 
a  company  is  known  by  the  men  it  keeps.  For  such  larger 
and  better  results  it  is  but  natural  that  employers  can  well 
afford,  and  are  increasingly  found  willing,  to  promote  and 
extend  salaries  of  employees;  also  in  most  cases  they  are 
found  willing  to  support  and  encourage  the  Association  that 
can  help  provide  such  improved  service. 

(3)  All  that  it  means  to  have  intelligent,  rather  than 
ignorant,  labor ;  to  have  careful  and  contented,  rather  than 
shiftless  and  discontented,  men  and  boys.  The  Association 
features  with  their  up-lifting  social  and  Christian  atmos- 
phere, generate  those  qualities  which  are  cooperative  and 
encourage  comfort  and  peace  rather  than  stir  up  trouble 
and  discord. 

c.  Its  value  to  the  public 

(1)  It  encourages,  strengthens  and  supplements  other 
good  schools.  When  rightly  conducted.  Association  educa- 
tional work  materially  helps  to  raise  the  educational  stand- 
ards, helps  to  create  a  thirst  for  education  among  all,  and 
increases  the  educational  interest,  respect  and  support  in 
all  good  effort,  thus  expanding  the  educational  horizon,  and 
lifting  civilization  in  the  right  direction. 

(2)  Pioneer  or  experimental  service.  Its  business  being 
to  meet  discovered  educational  needs  as  well  and  as  quickly 
as  possible  has  given  the  country  a  wealth  of  service  that 
cannot  be  estimated.     Dr.  Elmer  E.  Brown,  when  United 


Carpentry  and  Roof  Framing— Portland,  Ore. 


■'wi 

. k^ 1 

Plan  Reading,  Estimating  and  Building  Construction— West  Side  Branch, 

New  York  City 


English  for  Coming  Americans— Cambridge,  Mass. 


VALUE  TO  THE  PUBLIC  17 

States  Commissioner  of  Education,  said,  "The  Association 
is  a  great  educational  pioneer.  It  discovers  and  blazes  the 
way  which  the  main  column  of  the  public  school  system  of 
the  country  later  follows."  So  far  as  we  know  definite 
educational  efforts  in  the  evening  to  meet  the  needs  of  many 
employed  men  and  boys  in  more  than  20  subjects  have  been 
born  in  the  Association  and  later  have  been  adapted  and 
introduced  into  public  and  private  evening  schools.  This 
includes  practical  work  in  applied  chemistry;  drawing  ap- 
plied to  the  building  trades  and  to  industrial  design;  sign 
making  and  show  card  writing;  real  estate;  insurance;  ad- 
vertising; automobile  schools;  poultry  raising;  fruit  cul- 
ture ;  a  number  of  special  forms  of  industrial  training ;  some 
types  of  semi-professional  or  vocational  training. 

(3)  Better  results  in  commerce,  trade  and  industry  are 
already  seen.  Thousands  of  men  in  drawing,  mathematics 
and  other  Association  classes  have  greatly  improved  their 
service  in  factories,  building  trades  and  manufacturing. 
Scores  of  thousands  of  men  in  arithmetic,  bookkeeping, 
business  English  and  other  similar  Association  classes  have 
made  themselves  more  efficient  in  all  forms  of  commercial, 
business  and  managerial  positions. 

(4)  The  larger  appreciation  of  the  value  of  an  educa- 
tion, and  of  going  to  school,  on  the  part  of  boys  and  men. 
Attention  is  being  given  to  the  real  economics  of  good  edu- 
cational training.  More  than  ever  they  realize  that  time 
and  money  thus  spent  is  not  an  expense  but  an  investment. 
They  are  beginning  to  appreciate  the  truths  of  the  following 
economic  educational  facts: 

(a)  A  grammar  school  education  increases  the  chances 
of  a  person's  earning  capacity  50  per  cent,  a  high  school 
training  increases  his  efficiency  100  per  cent,  and  a  univer- 
sity training  300  per  cent. 

(b)  Boys  with  little  or  no  schooling  fill  blind  alley  jobs, 
provide  the  great  mass  of  unskilled  labor,  lead  a  life  of  but 


18  ASSOCIATION  EDUCATIONAL  WORK 

little  comfort,  real  joy  or  completeness,  and  earn,  according 
to  records  and  reports  of  industrial  commissions,  from  $300 
to  $450  per  year  for  an  average  life.  Similarly  boys  who 
have  spent  four  years  more  in  school  and  finished  the  gram- 
mar grades  are  able  to  put  more  into  life  and  get  more  out 
of  it.  They  earn  from  $400  to  $600  per  year  for  an  aver- 
age life.  In  forty  years  the  latter  will  each  earn  $5,000 
more  than  the  former,  and  this  amount  is  equal  to  $5  per 
day  for  each  of  the  1,000  more  days  they  spend  in  school. 
In  what  other  way  can  a  boy  so  easily  place  $5  per  day  in 
an  investment  which  can  never  be  taken  away  from  him  ? 

(c)  The  uneducated  man,  so  economists  tell  us,  earns 
about  $1.50  per  day  or  in  forty  years  he  would  earn 
$18,000.  The  man  who  has  spent  twelve  earnest  years  in 
going  through  the  public  schools,  completing  the  high  school 
course,  has  similarly  proven  himself  in  numbers  of  cases  to 
have  earned  a  minimum  of  $1,000  per  year,  or  in  forty 
years  $40,000.  The  difference  between  the  two,  $22,000,  is 
thus  the  simple  cash  value  of  an  education.  To  gain  this 
increased  income  of  $22,000  in  forty  years,  the  latter  person 
spent  twelve  years  or  2,200  days  in  school.  Hence  one  day 
in  school  for  the  boy  who  goes  through  the  high  school  is 
worth  $10. 

(d)  It  is  at  least  an  interesting  coincidence,  and  quite 
universal,  that  in  proportion  as  states  give  much  or  little 
public  money  and  effort  to  educational  training,  there  will 
be  seen  a  corresponding  large  or  small  wage  earning  power. 
A  few  years  ago  the  United  States  as  a  whole  spent  $2.60 
per  capita  upon  public  educational  training,  while  Massa- 
chusetts similarly  spent  $5.30.  At  the  same  time  while  the 
daily  wage  earning  power  per  capita  for  the  United  States 
as  a  whole  was  44  cents,  the  similar  daily  wage  capacity  for 
Massachusetts  was  96  cents. 

(e)  A  few  years  ago,  the  Governor  of  Alabama  in  mak- 
ing a  plea  before  the  state  legislature  for  greater  liberality 


VALUE  TO  THE  PUBLIC 


19 


of  funds  to  encourage  public  school  purposes,  said,  "We  of 
this  state  are  obliged  to  give  eight  days  of  labor  for  what 
one  day  of  labor  would  bring  in  Massachusetts." 

(f)  In  a  careful  study  of  the  10,000  men  in  "Who's 
Who,"  on  the  relation  between  educational  training  and 
careers,  it  was  found  that  65  per  cent  of  these  10,000  men 
were  college  and  university  trained,  25  per  cent  were  high 
school  graduates,  10  per  cent  had  received  only  a  common 
school  education,  while  the  name  of  no  person  who  had 
had  no  definite  educational  training  was  found  in  the  list. 


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These  findings  on  the  "Money  Value  of  Educational  Training"  are  the 
result  of  much  investigation  by  Mr.  James  Dodge  when  president  of  the 
Society  of  American  Mechanical  Engineers.     It  is  worthy  of  careful  study. 


II.     HISTORY,  PRINCIPLES  AND  POLICY 
1.     In  England 

Although  begun  with  the  sole  idea  of  benefiting  men 
spiritually,  the  Committee  of  the  London  Association  at  its 
regular  semi-annual  meeting,  December,  1845,  reported  the 
organization  and  conduct  during  that  fall  and  winter  of  the 
famous  Exeter  Hall  educational  lectures;  also  the  forma- 
tion of  mutual  improvement  or  literary  societies,  "in  order 
to  bring  young  men  under  the  influence  of  the  Association, 
who  could  not  be  reached  by  the  directly  religious  agencies." 

The  educational  lecture,  therefore,  was  the  first  educa- 
tional feature  organized  by  the  parent  Association,  and  the 
educational  club,  in  the  form  of  a  literary  society,  was  the 
second  feature,  and  both  in  the  fall  of  1845.  This  famous 
lecture  course  ran  twenty  years,  and  was  probably  the  long- 
est in  duration,  included  the  largest  number  of  noted  leaders 
and  lifted  the  public  conscience  more  than  any  similar  course 
since. 

In  1849  reading  rooms  and  library  work  began  and  these 
privileges  were  not  only  for  members  but  for  all  whom 
their  influence  could  reach.  Class  work  was  not  organized 
until  1853.  /In  this  connection  we  note  first,  the  primary 
object  in  founding  the  Association  was  the  religious  life 
of  men;  second,  the  first  eflForts  to  help  men  in  daily  life 
were  educational  as,  lectures,  clubs,  reading  rooms,  libra- 
ries and  then  class  work;  third,  earnest  care  was  taken  in 
all  these  steps  that  these  so-called  secular  agencies  be  kept 
closely  as  auxiliaries  to,  not  substitutes  for,  the  main  object 
of  the  Association. 

While  some  excellent  service  has  been  rendered,  yet  com- 
paratively little  effort  has  been  given  to  extending  the  edu- 


HISTORY,  IN  NORTH  AMERICA  21 

cational  work  of  the  London  and  of  many  English  Asso- 
cations  with  the  result  that  other  organizations,  as  poly- 
technics and  various  kinds  of  institutes,  have  now  occupied 
the  field  and  are  doing  splendid  work.  The  Young  Men's 
Christian  Association  thus  lost  a  large  measure  of  its  oppor- 
tunities along  this  line  of  effort  during  the  past  60  years. 


2.     In  North  America 

For  convenience  the  periods  of  the  development  of  this 
work  in  North  America  may  be  given  as  follows : 

a.    1851-1866 — Opposition 

A  period  of  inactivity  with  comparatively  little  or  no 
educational  work.  The  first  North  American  Associa- 
tions were  organized  in  1851  at  Montreal  and  Boston.  But 
little  available  material  is  found  in  written  records  or  his- 
tory concerning  educational  work  for  the  first  fifteen  years 
of  Association  growth.  A  few  Associations  like  Boston, 
Montreal,  New  York  and  others  conducted  reading  rooms, 
some  library  work,  a  few  lectures,  also  occasionally  a  liter- 
ary society.  So  far  as  is  apparent  from  records,  only  a 
small  portion  of  the  interest  and  effort  to  help  men  in  edu- 
cational features  was  evident  until  thirty-five  years  or  more 
after  the  planting  of  the  Association  on  American  soil,  or 
until  after  the  first  generation  of  its  American  founders 
and  promoters  had  passed  away.  There  have  been  infer- 
ences that  during  these  early  years  the  zealousness  of  the 
American  leaders  for  the  religious  work,  together  with  the 
fear  that  the  so-called  secular  features  might  choke  or  de- 
stroy the  religious,  were  so  pronounced  that  they  not  only 
did  not  encourage  educational  work  but  seemed  to  seek 
every  opportunity  to  oppose  and  discourage  it  under  Asso- 
ciation auspices. 


22  ASSOCIATION  EDUCATIONAL  WORK 

b.  1866-1880— Toleration 

A  period  of  toleration  of  some  forms  of  educational  work 
in  a  few  places.  The  work  was  regarded  as  a  side  issue  of 
the  Association  and  left  to  take  care  of  itself.  It  was  not 
promoted  or  encouraged,  but  rather  opposed  and  discour- 
aged. Records  show  a  slow  but  steady  growth  in  the  num- 
ber of  reading  rooms,  libraries,  lectures  and  a  few  literary 
societies  and  four  Associations  reported  sixty  students  in 
class  work  in  1866.  These  classes  were  almost  wholly  con- 
fined to  a  study  of  the  dead  languages  and  largely  limited 
to  divinity  students. 

c.  1880-1893— Awakenings 

A  period  of  awakenings  and  new  interests.  Some  effort 
was  made  to  encourage  the  work.  A  new  conception  began 
to  develop  which  realized  that  the  Association  stood  for 
more  than  the  development  of  the  merely  spiritual  life 
among  men.  There  was  continued  opposition,  but  from  a 
less  number  of  people.  The  subject  began  to  appear  at  state 
conventions  during  the  last  three  or  four  years  of  this 
period,  and  in  1889  came  for  the  first  time  before  the  Inter- 
national convention.  A  number  of  leaders  with  wisdom 
and  foresight  began  to  agitate  for  the  definite  and  system- 
atic encouragement  of  this  work.  Reading  rooms,  libraries 
and  lectures  continued  as  before  with  more  attention  given 
to  increasing  their  usefulness.  The  practical  talk  was  intro- 
duced with  much  success.  Educational  clubs  were  expanded 
in  variety  and  novelty.  Class  work  was  developed  in  com- 
mercial and  language  subjects.  A  beginning  was  seen  in 
industrial  and  science  subjects  during  the  last  year  or  two 
of  the  period. 

d.  1893-1900 — Encouragement 

A  period  of  encouragement,  development  and  of  super- 
vision of  the  work  as  a  whole.     The  International  Com- 


HISTORY,  IN  NORTH  AMERICA  23 

mittee  through  an  added  department  of  its  service  began 
the  encouragement  and  promotion  of  this  work.  Principles 
were  studied,  experience  of  all  forms  of  supplementary 
work  were  gathered  and  suggestions  drawn  for  the  benefit 
of  the  Association.  An  advanced  step  was  taken  when  a 
few  local  Associations  employed  special  secretaries  to  give 
particular  attention  to  this  work,  thus  marking  the  begin- 
ning of  a  new  epoch,  and  through  its  helpful  influence  the 
work  as  a  whole  was  greatly  strengthened.  Special  effort 
with  boys  was  started,  and  the  educational  department  came 
to  be  regarded  as  a  vital  part  of  the  Association  movement. 
The  day  of  its  being  a  side  issue  ceased  among  the  majority 
of  leaders.  Opposition  grew  less  and  less.  Increasing 
effort  was  made  to  discover  definite  and  particular  needs  of 
men  and  the  work  was  placed  on  a  much  stronger  financial 
basis  with  the  charge  of  nominal  tuition  fees  for  class  work. 
Increased  interest  was  found  in  many  forms  of  applied 
science  as  related  to  manufacture,  industry  and  trade.  A 
system  of  International  examinations  was  inaugurated 
which  materially  enhanced  the  character  of  the  work  done 
and  increased  the  respect  and  support  of  the  public.  Many 
educational  institutions  began  to  encourage  and  commend 
the  Association  rather  than  to  criticise. 

e.     1900 — Expansion 

We  are  now  in  the  period  of  expansion  and  extension. 
The  general  objects,  principles,  methods  and  policies  are 
continued  with  ever  increasing  quality,  added  interest  and 
larger  value.  Spring  terms  are  added  to  the  winter  work, 
day  work  becomes  more  prominent  as  an  expansion  of  the 
evening  work.  Summer  schools  for  boys  during  July  and 
August  are  conducted.  Special  schools,  many  kinds  of 
which  have  their  birth  in  the  Association  as  it  meets 
present-day  needs  of  men,  are  started — as  automobile,  ac- 
countancy,  art   and   decoration,   salesmanship,   advertising, 


24  ASSOCIATION  EDUCATIONAL  WORK 

insurance,  real  estate,  textile  designing,  plumbing,  fruit  cul- 
ture and  many  others. 

Work  outside  the  building  begins  to  grow  rapidly.  Much 
interest  is  taken  in  new  forms  of  industrial  education  and 
vocational  training,  various  features  pertaining  to  agricul- 
ture, gardening,  live  stock,  poultry  and  scores  of  the  newer 
vocations  claim  increasing  attention.  Local  supervision  in- 
creases in  the  number  of  places  and  efficiency  of  service; 
some  state  supervision  is  given  and  with  splendid  results. 
Increased  emphasis  is  placed  on  quality  of  service,  rather 
than  quantity ;  on  developing  intensively  rather  than  exten- 
sively; on  the  higher  and  more  efficient  training  of  educa- 
tional secretaries ;  also  on  Christian  character  building 
among  both  boys  and  men. 

How  Boys  Attend  High  Schools  (Public  and  Private) 

Prom  U.  S.  Bureau  of  Education,  1910 

First  Year....  196,758  or  44.  %   m^^B^mma^i^ma^^a^mmmmmmmmm 

Second  Year..  120,984  or  27.  %    ^^■■■■■■■■■■■■■■■■i 
Third  Year...    79,072  or  17. 59^    mmmmmmmi^m 
Fourth  Year . .    52,505  or  11 . 6% 
Graduate 50,533  or  11, 


3.     Principles 

In  general  the  Association  has  for  its  object  the  develop- 
ment of  all-round  Christian  manhood  and  boyhood — spirit- 
ually, educationally,  physically,  socially — all  phases  in  one 
coordinate  effort  to  make  life  more  abundant  for  each  man 
and  boy  and  thus  establish  Christ's  kingdom  on  earth.  The 
Church  at  work  among  men  and  boys  for  the  making  of 
men,  not  money;  for  developing  successful  lives,  not  the 
mere  making  of  a  living;  for  cultivating  and  promoting 
altruism  not  selfish  commercialism.    The  Association  is  not 


MCBURNEY   MEMORIAL  CUP 


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Educational  Designs  from  Students'  Poster  Contest 


ITS  PRINCIPLES  25 

bound  by  tradition,  has  no  so-called  system  to  hinder  its 
flexible  efforts,  and  is  thus  not  unwieldy.  In  its  efforts  to 
serve  men  and  boys  it  is  limited  only  by  the  means  at  its 
disposal. 

The  experience  of  the  past  twenty  years  indicates  that 
the  best  results  in  any  community  are  based  on  the  following 
principles  of  Association  educational  work : 

a.  Aim 

Its  aim  is  to  develop  efficient  Christian  manhood  and  boy- 
hood. 

b.  Policy 

Its  policy  is  to  first  carefully  study  local  conditions  and 
discover  the  educational  needs  of  men  and  boys ;  then  to 
mature  such  plans  with  available  means  as  will  best  meet 
these  discovered  needs. 

c.  Encouragement  or  supervision 

It  will  have  ample  encouragement  or  supervision  and 
generous  support.  Money  and  efficient  men  thus  invested 
yield  largest  returns.  An  Association  with  average  interest 
but  with  poor  supervision  is  likely  to  have  its  educational 
work  become  a  burden ;  while  with  efficient  and  trained 
supervision  its  work  as  a  whole  in  all  departments  is  lifted 
because  its  educational  work  is  respected,  supported  and 
extended  through  the  community  as  an  investment. 

d.  Adaptation 

It  will  be  adapted  to  local  conditions  in  various  features, 
in  leaders,  in  places  and  times  of  conducting.  One  secret 
of  its  success  is  to  fit  the  system  to  the  person  rather  than, 
as  is  the  case  so  often  in  public  schools,  to  fit  the  person  to 
the  system. 


\J 


26  ASSOCIATION  EDUCATIONAL  WORK 

e.  Administration 

It  will  be  adequately  administered.  A  board  of  directors, 
committee  force  and  employed  officers  with  conviction,  ap- 
preciation and  leadership  are  necessary. 

f.  Flexibility 

It  will  be  largely  elective  and  flexible,  to  meet  the  varying 
needs  of  different  bodies  of  men  and  boys;  conducted  at 
such  times  and  places  as  are  most  expedient. 

g.  Relation  to  life  work 

It  will  seek  to  be  more  and  more  closely  related  to  present 
needs  of  commerce  and  industry,  at  the  same  time  placing 
emphasis  on  such  cultural  training  as  will  enrich  and  develop 
the  lives  of  men  and  boys.  The  school,  the  shop,  the  office 
and  the  vocation  will  come  more  and  more  closely  together 
and  this  will  cause  new  and  varied  forms  of  effort  and 
working  relations  between  the  Association  and  the  factory, 
the  business,  and  the  vocation,  for  promoting  appropriate 
apprentice  and  vocational  privileges. 

h.    Teachers  and  leaders 

It  will  include  the  best  available  talent  for  teachers  and 
leaders,  many  of  whom  will  receive  substantial  salaries  be- 
cause of  the  special  expert  nature  of  their  service.  The 
dominant  spirit  in  such  teaching  will  be  altruistic  rather 
than  commercial. 

i.     Competition 

It  will  encourage  and  strengthen  rather  than  compete 
with  all  good  educational  efforts.  While  it  may  offer  the 
same  subjects  and  courses  as  other  schools,  yet  with  its 
methods,  purposes,  social  atmosphere  and  variety  of  fea- 
tures, the  Association  will  be  attractive  to  bodies  of  men 
and  boys  not  touched  by  other  agencies,  and  thus  will  create 
a  unique  field  of  its  own  for  needed  service. 


ITS  PRINCIPLES  27 

J.    Personal  investment 

It  will  charge  nominal  fees  for  its  principal  features, 
knowing  that  a  person  appreciates  and  makes  larger  use 
of  that  in  which  he  invests  something  of  himself.  See  Tui- 
tion Fees,  pages  69,  92. 

k.    Outside  the  building 

It  will  extend  and  adapt  its  various  features  wherever 
needed  to  places  outside  the  building — various  centers,  in 
factories,  homes,  halls  and  public  school  buildings. 

L    Membership 

It  will  place  a  premium  on  Association  membership,  be 
recreative  and  attractive,  as  well  as  thorough  and  practical ; 
full  of  inspiration  and  suggestion,  fitting  each  for  a  more 
serviceable  and  efficient  life. 

m.    Some  objects  briefly  stated 

(1)  To  arouse  consciousness  of  educational  need. 

(2)  To  help  discover  the  individual's  "bent." 

(3)  To  stimulate  and  encourage  mental  development. 

(4)  To  fit  for  larger  service. 

(5)  To  aid  in  adjusting  or  readjusting  men's  lives  to 
life's  demands. 

(6)  To  afford  a  field  for  servers  and  leaders  as  well  as 
for  the  served  and  led. 

(7)  To  give  men  and  boys  what  they  most  need  next. 

(8)  To  teach  the  dignity  of  labor,  encourage  thrift  and 
savings,  cultivate  appreciation  for  the  intellectual  and  the 
more  abundant  life. 

(9)  To  help  men  put  more  into  the  world  because  the 
Association  helps  them  to  get  more  out  of  the  world. 

(10)  To  encourage  the  development  of  efficient  Christian 
character. 


28 


ASSOCIATION  EDUCATIONAL  WORK 


'Prot9oytion  of  Mala  (SU  7o  yr*  o/^cf c)  /HScKeo I 


Mi^K  ScAaeC 


Out  o^  Sckool 


Of  all  the  males  between  5  and  70  years  of  age,  shown  in  the  entire  area 
of  the  diagram,  the  shaded  area  shows  the  proportion  of  these  men  and  boys 
in  any  kind  of  school,  public  or  private,  conducted  by  day  or  night.  The 
unshaded  area  shows  the  field  of  opportunity  for  appropriate  educational 
facilities  to  meet  the  unmet  needs  of  those  out  of  school. 

4.     Educational  Policy 

Careful  study  of  Association  educational  work  for  many- 
years  reveals  the  following  general  policy:  As  to  a  name, 
"Association  Institute"  is  largely  used.  It  is  short  yet  com- 
prehensive; includes  class  work,  talks,  clubs,  reading  and 
all  varieties  of  educational  effort  conducted  by  the  Asso- 
ciation for  men  and  boys  both  day  and  night,  in  the  build- 
ing or  outside  of  it.  In  case  it  is  largely  endowed  it  often 
honors  the  donor  in  name,  as  "The  Hillyer  Institute"  of 
the  Young  Men's  Christian  Association,  Hartford,  Conn. 

Best  and  largest  results  in  small  Associations,  whether 
in  one  feature  or  in  many,  are  found  where  the  following 
practices  are  followed:  Each  Association  is  urged  to  adopt 
as  many  of  its  features  as  are  found  to  meet  local  discovered 
needs.  In  proportion  as  each  Association  sets  a  carefully 
selected  goal  and  works  patiently  toward  it,  largest  success 
is  seen.  (For  more  complete  description  of  the  conduct  of 
each  group  of  features,  see  chapter  III.) 

a.     Reading  room 

Encourage  systematic  use  of  standard  periodicals,  weekly 
bulletin  board  for  directed  reading,  personal  interest  of 
committee  and  directors.  Separate  rooms  for  boys  and 
men.  Goal — Thoughtful  weekly  reading  of  two  or  more 
periodicals  by  each  member. 


EDUCATIONAL  POLICY  29 

b.    Books  and  library 

Through  reading  clubs,  volunteer  service  and  talks  by 
interested  leaders,  guide  and  increase  the  systematic  read- 
ing of  good  books  among  men  and  boys.  Draw  from  public 
and  private  libraries  in  addition  to  that  of  the  Association. 
Cultivate  use  of  reference  library  in  the  study  room  of  the 
Association.     Goal — Three  books  per  year  per  member. 

c    Formal  lectures 

Of  high  grade  that  lift  the  community,  rather  expensive, 
held  in  large  hall  or  theatre,  with  mixed  audience,  admis- 
sion fee,  possibly  a  part  of  the  lecture  and  entertainment 
course.     Goal — Two  to  five  per  year. 

d.  Practical  talks 

Informal,  inexpensive,  boys  and  men  separate,  usually 
small  groups,  held  anywhere,  in  the  building  or  outside,  any 
time,  as  noon  or  night,  and  given  by  local  talent.  Goal — Ten 
to  100  a  year,  or  one  for  each  twenty-five  members  in  small, 
and  one  to  fifty  in  large,  Associations. 

e.  Educational  trips  or  tours 

Boys  and  men  separate,  to  various  points  of  interest  in 
home  community  or  elsewhere,  and  involving  from  one 
hour  locally,  to  a  several  days*  trip  to  one  or  more  cities. 
Goal — Two  to  ten  per  year. 

f.  Class  lecture  series 

For  mature  and  experienced  business  or  college  men,  in 
professional  or  semi-professional  or  vocational  subjects,  as 
law,  accountancy,  advertising,  insurance,  real  estate,  sales- 
manship, poultry,  investments,  art  and  decoration.  High 
grade,  rather  rare  and  expensive  leaders  and  teachers ;  much 
demonstration,  illustration,  discussion  and  reading;  ade- 
quate tuition  fees;  course  from  ten  to  twenty-five  or  more 


30  ASSOCIATION  EDUCATIONAL  WORK 

sessions,  usually  one  a  week.     Goal — Two  to  ten  or  more 
series  per  year. 

g.    Educational  clubs 

For  discussion,  reading,  research,  study  or  educational 
service  or  stimulus  of  any  kind  among  men  and  boys ;  five, 
ten  or  fifteen  per  club;  a  leader;  definite  program  for  one 
month,  three  months,  six  months  or  a  year;  nominal  club 
fee;  literary,  science,  music,  debate,  current  topic,  civic, 
art,  technical  and  vocational.  Goal — Two  to  twenty,  or  at 
least  one  club  for  every  100  members  in  small,  or  one  to 
300  in  large,  Associations'. 

Number  of  Different  Students  in  Association  Educational 

Classes 


4 


1890-10,600 
1893-18,000 
1895-22,500 
1898-25,130 
1900-25,902 
1903-30,622 
1906-36,826 
1909-46,948 
1911-61,850 


h.    Educational  classes 

To  meet  local  needs.  Commercial,  industrial,  technical, 
vocational,  cultural,  and  grammar  school  subjects,  all  very 
practical.  Teachers  to  be  aggressive,  successful  business 
leaders  or  authorities,  and  Christian  men.  Boys  and  men 
usually  separate.  Apprentice,  trade,  continuation,  and  other 
forms  of  industrial  schools  in  all  manufacturing  centers; 
business  and  commercial  courses  in  every  place.  As  a  rule 
it  is  never  wise  to  "farm  out"  Association  educational  work, 
to  rent  Association  rooms  to  an  outside  educational  agency, 


i 


EDUCATIONAL  POLICY  31 

or  to  conduct  features  on  the  percentage  basis.  Best  results 
come  from  its  entire  conduct  by  the  Association  on  its  own 
business  basis  and  under  its  sole  auspices.  Goal — Twenty 
to  2,000  or  more  students,  or  at  least  one  student  to  every 
three  members. 

i.    Tutoring 

Home  study  with  personal  instruction,  many  small  groups 
studying  under  successful  leaders  anywhere  at  any  time. 

j.    Extension  features 

Including  placing  of  periodicals  and  books  in  shops, 
plants  and  other  places;  conducting  talks,  clubs  and  class 
work  at  noon  or  night  outside  the  building — reaching  all 
sections  of  the  city.  Should  be  largely  missionary,  though 
small  fees  may  be  charged  in  a  few  subjects. 

k.    For  coming  Americans 

In  addition  to  teaching  males  of  other  nations  to  speak, 
read  and  write  in  English,  to  lead  them  into  intelligent 
American  citizenship.  A  large  part  of  this  work  is  con- 
ducted in  rooms  or  halls  outside  the  Association.  Goal — At 
least  10  per  cent  of  the  foreign  population  of  the  city  using 
Association  educational  features.  "English  for  Coming 
Americans,"  by  Dr.  Peter  Roberts,  is  found  to  be  one  of  the 
most  successful  texts  and  methods  of  teaching  English. 

L     Individual  altruistic  service 

On  the  principle  of  the  Big  Brother  Movement  with  one 
man  becoming  a  friend  and  teacher  or  leader  to  one  or  more 
separate  boys  or  men;  helping,  counseling  and  working 
with  them ;  all  in  the  spirit  and  for  the  sake  of  helping  the 
other  fellow  and  with  no  thought  of  return.  A  large  amount 
of  this  work  is  now  done,  but  there  is  room  for  an  infinite 
extension  of  such  service.    Goal — No  limit. 


32  ASSOCIATION  EDUCATIONAL  WORK 

m.     Special  courses 

Including  professional,  vocational,  industrial,  commercial 
or  technical  courses.  To  meet  the  needs  of  graduates,  as 
well  as  of  those  without  educational  training.  They  are 
most  likely  to  pay  their  own  way  and  possibly  provide  a 
revenue  to  help  carry  deficit  of  other  educational  features. 
Goal — Take  advantage  of  opportunity. 

n.    Day  work 

In  every  Association  with  a  building  there  is  opportunity 
for  definite  day  work,  whether  business,  commercial,  college 
preparatory,  technical,  vocational,  apprentice,  or  other 
special  classes.  Such  work  when  wisely  conducted  by  the 
Association — not  by  an  outside  corporation  or  on  percent- 
age basis — never  injures  other  day  educational  work,  but 
strengthens  and  encourages  it.  It  means  economy,  efficiency 
and  strength  to  the  local  Association.  Goal — At  least  one 
student  to  twenty  members. 

o.    Supervision  and  promotion 

(1)  An  educational  committee  of  three  to  five  active 
Christian  business  men  of  large  vision,  representing  varied 
leading  community  interests,  the  chairman  at  least  being  a 
member  of  the  board;  subcommittees  each  with  three  or 
more  added  men  to  develop  various  phases;  advisory  com- 
mittees added  for  special  features,  as  auto,  law,  etc. 

(2)  A  strong,  trained.  Christian  leader  as  educational 
secretary  and  agent  of  the  educational  committee ;  with  an 
ability  no  less  than  that  of  the  principal  of  the  high  school, 
cooperating  with  the  general  secretary  to  properly  meet  the 
educational  needs  of  boys  and  men  in  the  community.  In 
many  places  he  should  have  one  or  more  assistants  in  charge 
of  various  phases  of  work  or  as  deans  of  various  divisions 
of  the  educational  department.     In  large  boys'  departments 


Freehand,  Commercial  Art  and  Design— Twenty-third  Street  Branch, 
New  York  City 


Wood  Carving— Baltimore,  Md. 


p>i^<^      Vr      ~  s^K  jBM   ^HI 


architectural  and  Mechanical  Drawing— Duluth,  Minn. 


EDUCATIONAL  POLICY  33 

one  assistant  educational  secretary  under  wise  cooperation 
with  the  boys'  secretary  should  give  his  entire  time  to  pro- 
moting educational  privileges  among  boys. 

p.    Organization  and  conduct 

The  work  of  the  Association  in  this  department  is  to: 

(1)  Carefully  discover  local  educational  needs  of  boys 
and  men. 

(2)  Mature  plans  and  conduct  various  features  to  ade- 
quately meet  such  needs. 

(3)  Cooperate  with  the  finance  committee  in  providing 
the  educational  budget. 

(4)  Organize  and  promote  plans  for  emphasizing  habits 
of  thrift  and  savings  among  men  and  boys ;  also  placing 
similar  emphasis  on  their  systematic  benevolence,  including 
the  Church  and  the  Association,  local,  state  and  Inter- 
national. 

(5)  Vitally  relate  all  of  this  work  to  the  religious,  physi- 
cal and  other  Association  efforts  for  the  building  of  Chris- 
tian manhood. 

q.    Educational  budget 

A  respectable  proportion,  from  20  to  40  per  cent  or  more, 
of  the  eritire  Association  budget.  This  does  not  include 
funds  for  equipment.  Expenses  are  for  supervision,  adver- 
tising and  conduct  of  educational  features,  as  reading  room, 
library,  lectures,  talks,  clubs,  class  work,  and  the  like. 
Receipts  include  income  from  endowment,  special  contri- 
butions, tuition  fees,  and  a  portion  of  the  membership  re- 
ceipts. In  the  interest  of  unity,  efficiency  and  economy  it 
is  usually  better  to  handle  finances  through  the  general 
office,  rather  than  through  the  educational  office.  Endow- 
ment of  local  educational  work  is  an  increasing  necessity. 
Tuition  fees  for  "the  three  R's"  and  elementary  subjects 
should  be  small,  as  fifty  cents  to  $2  per  term  of  three 


34  ASSOCIATION  EDUCATIONAL  WORK 

months,  two  sessions  per  week;  larger  fees  for  technical 
and  vocational  subjects,  as  $2  to  $10  or  more  per  term. 
For  the  best  good  of  all,  many  subjects  must  be  conducted 
at  a  financial  deficit,  while  other  features  for  men  of  means 
may  yield  a  small  surplus.  The  total  fees  for  all  subjects 
should  approximate  the  total  of  teachers'  salaries  plus 
advertising. 

r.    Advertising 

From  10  to  20  per  cent  of  the  educational  budget,  where 
there  is  an  educational  secretary,  or  at  least  a  minimum  of 
$1  per  Association  member. 

s.    Objective 

To  build  Christian  character,  and  help  boys  and  men  to 
better  do  their  part  of  the  world's  work.  A  movement  con- 
ducted for  men  and  boys,  rather  than  for  money ;  for  char- 
acter rather  than  for  cash;  for  making  a  life  rather  than 
for  making  a  living. 

5.     Bible  Study  and  Religious  Instruction 

The  more  firmly  united  in  cooperative  interest  and  effort 
with  the  other  departments  the  educational  work  can  become 
the  better  it  is  for  all.  This  is  the  experience  where  the 
largest  and  best  results  are  obtained.  The  object  of  this 
work  being  for  the  development  of  efficient  Christian  man- 
hood, and  its  highest  results  being  seen  in  relating  men  to 
Jesus  Christ  as  Saviour  and  Lord — the  climax  of  the  best 
education — effort  will  naturally  lead  toward  an  increasingly 
close  relation  of  all  educational  policies  to  Bible  study  and 
religious  work  features  of  the  Association.  Many  things 
are  in  common  in  the  conduct  of  both  these  kinds  of  privi- 
leges as  in  class  work,  teachers,  lectures,  clubs  and  so  on. 


RELIGIOUS  INSTRUCTION  35 

a.  Personal  work 

As  referred  to  elsewhere  the  uniqueness  of  Association 
educational  work  is  to  so  permeate  all  its  policies,  its  teach- 
ers and  leaders,  its  printed  matter  and  the  very  atmosphere 
of  the  entire  department,  with  the  spirit  of  Christ  that 
it  will  even  unconsciously  tend  to  develop  a  normal  Chris- 
tian character  in  every  student.  For  the  encouragement  of 
such  interests,  without  making  them  seem  over  religious, 
and  thus  defeating  the  best  results,  and  so  that  they  may  be 
wholesomely  attractive  to  every  boy  and  man  even  though 
they  may  desire  to  steer  clear  of  all  religious  interests — an 
unadvertised  committee  of  picked  Christian  men  repre- 
senting the  various  features  of  clubs  and  classes  is  often 
formed  to  cooperate  with  others  in  magnifying  the  real 
value  of  the  Association  in  the  lives  of  boys  and  men. 
The  work  of  such  committee  is  always  quiet  and  personal, 
with  no  formalities.  It  looks  toward  leading  each  student 
into  some  form  of  Bible  study,  attendance  upon  one  or 
more  of  the  weekly  religious  meetings  for  men,  and  other- 
wise bringing  him  into  active  Christian  life  and  service. 
The  thought  that  dominates  Christian  leadership  in  all  de- 
partments of  the  Association  is  "Except  the  Lord  build  the 
house,  they  labor  in  vain  that  build  it." 

b.  Teach  a  Bible  class 

Experience  shows  that  it  is  feasible  and  desirable  for 
every  educational  department  to  promote  some  Bible  study 
either  through  the  leadership  of  the  educational  secretary, 
a  member  of  the  committee,  or  one  or  more  teachers.  It  is 
extremely  necessary  for  the  educational  secretary  himself, 
in  addition  to  his  personal  devotional  Bible  study,  to  teach 
at  least  one  Bible  class  or  lead  a  "life  problem"  club,  in 
connection  with  the  Association  work.  Often  the  members 
of  this  class  are  from  the  educational  department.  The 
teachers  and  leaders  should  all  be  men  whose  influence  will 


36  ASSOCIATION  EDUCATIONAL  WORK 

distinctly  make  for  Christian  character  building.  By  pre- 
cept and  example,  by  word  of  mouth  and  the  printed  page, 
the  daily  life  of  Association  teachers  and  leaders  will  tell 
in  the  lives  of  their  students. 

c.  A  problem 

It  must  be  borne  in  mind  that : 

(1)  The  commercialized  spirit  is  rapidly  increasing  and 
at  times  seems  to  eclipse  the  altruistic  and  Christian  spirit 
for  which  the  Association  stands. 

(2)  Although  the  religious  and  missionary  spirit  are 
rapidly  growing,  yet  selfishness  seems  to  be  also  increasing, 
and  the  problem  of  how  to  successfully  counteract  this 
tendency  with  the  altruistic  is  a  very  real  one. 

d.  Religious  instruction  in  schools 

(1)  The  lack  of  definite  moral  and  religious  instruction 
in  the  public  schools  of  the  United  States  needs  to  be  made 
good  by  Sunday  schools,  churches,  Associations,  individuals 
and  organizations  until  the  way  may  satisfactorily  open  for 
the  general  introduction  of  appropriate  instruction  of  this 
character  in  the  public  schools.  To  help  meet  this  need 
several  organizations,  such  as  the  Religious  Education 
Society  and  the  Moral  Education  Association,  are  giving 
attention  to  its  important  interests. 

(2)  In  this  connection  it  may  be  of  interest  to  note  that 
the  number  of  criminal  cases  per  thousand  population  in 
England  for  many  years  has  been  much  less  than  in  the 
United  States.  The  same  is  true  also  for  juvenile  delin- 
quency. One  reason  for  this  larger  relative  proportion  of 
criminal  tendency  in  America  is  said  to  be  due  to  the  ab- 
sence of  religious  instruction  in  the  public  schools.  One 
other  reason  is  due  to  the  large  influx  of  immigration  from 
southeastern  Europe. 


RELIGIOUS  INSTRUCTION 


37 


TJcliijious  Instructioft  USc^aQl 

SkUuL  ana mdtf.  yetufious  imtruetton^Jo to  VJ  mav. /t each,  Ua'ttf  Ststioit, 


ThAnckeiilkj*  ttffa'it^t.  •/ £HfU»>JL -  fof* ti  2S7-  «f-  es.ek session 


(5<r;rta>t  ron.t(M.a«&«M.  5oA*«/«.  /of*  e•.*^  i»e««/*M. 


Un^UAAiAte*. 


T^ubUc  Schools 


e.    It  is  desired 

The  Young  Men's  Christian  Association  as  one  agency 
striving  to  develop  efficient  manhood  and  citizenship  knows 
from  experience  that  those  boys  and  men  in  whom  normal 
manhood  and  Christian  character  building  have  been  de- 
veloped make  by  far  the  noblest  of  citizens. 

Increasing  numbers  of  parents,  realizing  the  need  of  hav- 
ing their  boys  taught  by  men  teachers,  and  especially  to  have 
them  under  the  Christian  social  atmosphere  and  religious' 
instruction  of  the  Association  while  they  are  going  to  school, 
are  asking  the  Association  to  conduct  appropriate  day 
schools  for  their  boys.  This  shows  a  really  needy  field,  and 
at  the  same  time  a  rare  opportunity  to  serve  the  community 
in  the  very  necessary  direction  in  which  the  public  schools 
at  present  are  restrained  from  normal  eflfort. 


38  ASSOCIATION  EDUCATIONAL  WORK 

f.    In  England  and  Germany 

The  sturdy  character  developed  in  the  great  majority  of 
schools  throughout  England  and  Germany  also  proves  the 
wisdom  of  religious  instruction  introduced  into  their 
schools,  whether  public  or  private.  The  diagram  on  an 
adjoining  page  speaks  for  itself.  In  all  the  Council  schools 
of  Manchester,  England — the  public  and  tax-supported 
schools — religious  instruction  is  given  daily  in  the  morning 
for  thirty  to  forty-five  minutes.  The  syllabus  of  instruc- 
tion in  the  Old  Testament  includes  the  lives  of  Abraham, 
Isaac,  Joseph,  Moses,  Joshua,  and  many  of  the  Prophets; 
the  history  of  the  Israelites  from  the  earliest  times  to  the 
disruption  of  Israel,  the  Ten  Commandments,  and  selected 
Psalms.  The  syllabus  of  instruction  in  the  New  Testament 
includes  the  Life  of  Christ  according  to  the  four  Gospels; 
the  Acts  of  the  Apostles ;  the  Lord's  Prayer ;  the  Beatitudes ; 
the  Sermon  on  the  Mount ;  and  many  other  similar  striking 
themes. 

Their  plan  for  religious  instruction  provides  for  a  regular 
annual  examination — partly  written  and  partly  oral — in  the 
work  covered  in  the  syllabus.  This  test  is  conducted  by 
the  same  official  inspectors  and  examiners  who  conduct 
similar  examinations  in  other  subjects. 

Number  of  Teachers  in  Association  Educational  Classes 


1900  1,215 

1903  1,430 

1906  1,827 

1909  2,084 

1911  2,549 


^ 


III.     GENERAL  FEATURES 

1.    Reading  Room 

The  reading  room  is  a  part  of,  or  closely  related  to, 
the  library  as  an  educational  feature,  and  both  are  regular 
parts  of  the  educational  department,  provided  by  the  edu- 
cational budget,  under  the  supervision  of  the  educational 
committee  and  educational  secretary.  Practically  every 
Association  with  any  equipment  has  its  reading  room.  Its 
function,  however,  is  not  so  much  to  entertain  as  it  is  to 
instruct.      ....  ,  <• 

a.  Selection  of  periodicals 

Much  care  should  be  used  in  the  selection  of  periodicals 
and  papers  and  in  their  subsequent  use.  By  ordering  once 
a  year  an  Association  may  secure  the  advantage  of  club 
rates.  For  Association  purposes  a  minimum  choice  should 
be  made  of  those  magazines  and  papers  which  aim  to  en- 
tertain or  amuse  and  a  maximum  of  care  and  thought  given 
to  the  selection  of  those  standard,  acceptable,  high  grade 
publications  which  instruct,  uplift  and  stimulate.  Assist- 
ance in  selecting  periodicals — in  which  both  boys  and  men 
should  be  remembered — may  wisely  be  secured  from  Asso- 
ciation men  of  experience  and  frequently  from  city  or  state 
libraries. 

b.  Conduct  and  supervision 

The  conduct  of  the  reading  room  is  very  important- 
Ventilation  should  be  a  first  consideration.  It  should  be 
well  lighted,  with  artificial  lights  near  each  reader;  an(J 
when  well  aired,  should  be  a  place  for  comfortable  reading,, 
not  for  lounging,  visiting  or  sleeping.  It  should  be  near 
the  general  lobby  and  thus  subject  to  supervision.     A  few 


40  ASSOCIATION  EDUCATIONAL  WORK 

periodicals  may  be  placed  in  the  lobby.  Technical  or  special 
periodicals  may  well  be  found  for  reference  in  the  study 
room  of  the  educational  department.  Magazines  should 
be  placed  in  durable  covers;  papers  should  be  secured  in 
newspaper  holders  and  hung  in  racks.  Disorderly  order 
may  be  permitted;  equipment  should  be  clean.  Mutilated 
papers  and  periodicals  should  be  quickly  removed.  Penal- 
ties, if  necessary,  should  be  attached  to  deliberate  cutting, 
marking  or  mutilation  of  papers  and  magazines. 

Other  educational  features,  such  as  lectures,  talks,  clubs 
and  classes,  can  be  materially  strengthened  by  the  selection 
and  proper  use  of  technical  and  certain  general  periodicals. 
Lists  of  special  and  timely  magazine  articles  should  be 
posted  in  the  reading  room,  study  room,  lobby  or  elsewhere. 
Such  lists  may  be  prepared  by  committeemen,  teachers  or 
secretaries,  or  secured  from  the  city  or  school  libraries. 
Many  of  the  best  magazines  should  be  preserved  for  bind- 
ing and  placed  in  the  library.  Others  of  the  used  periodi- 
cals may  be  distributed  profitably  among  public  and  private 
benevolent  or  charitable  institutions,  placed  for  extension 
reading  in  shops,  foreign  districts  or  where  they  would  be 
helpful. 

c.    Systematic  reading 

Haphazard,  aimless  and  profitless  reading  which  seems 
prevalent  among  young  men  should  give  place  to  systematic 
regular  and  adapted  courses  of  reading.  Moreover,  many 
men  are  glad  to  have  such  a  course  outlined  for  them  by 
specialists  in  whom  they  have  confidence.  Various  reading 
courses  may  be  followed  profitably,  including  those  ar- 
ranged by  the  International  Committee,  University  Exten- 
sion Bureaus,  the  Chautauqua  Institution,  the  American 
Institute  of  Social  Science  and  other  similar  organizations. 
Reading  clubs  among  dormitory  men,  among  soldiers  and 
sailors,  among  railroad  men,  in  rural  communities  and  else- 


School  for  Carktakkrs  ano  Janitors— Bedford  Branch,  Brooklyn,  N,  Y. 


Apple  PArKiNr.    Xokth  Yakima,  Wash. 


First  Aid  for  Coal  Miners— Scranton,  Pa. 


LIBRARY  AND  BOOKS  41 

where,  may  be  conducted.  The  program  of  work  should 
be  adapted  to  meet  varying  circumstances.  Such  reading 
courses  are  highly  effective  in  promoting  healthful  and 
stimulating  home  study. 

2.     Library 

As  a  center  around  which  the  other  work  revolves  or  as 
a  strong  supplement  to  other  features  the  library  is  an 
important  part  of  the  Association  educational  work.  In 
either  case  much  attention  should  be  given  to  the  location 
and  equipment  of  the  library  rooms,  to  the  selection  and 
arrangement  of  books,  both  circulating  and  reference,  and 
to  methods  of  utilizing  to  their  fullest  capacity  all  books 
and  equipment. 

a.  Location  and  equipment 

Library  facilities,  especially  when  in  the  study  room, 
should  be  located  near  or  easily  accessible  to  the  office  of 
the  educational  secretary.  The  room  or  rooms  should  be 
clean,  quiet,  attractive,  comfortable  and  well  lighted. 
Chairs  and  tables  should  be  arranged  where  readers  may 
secure  the  best  light  obtainable  either  during  the  day  or  at 
night. 

The  furnishing  of  the  library  is  important.  Substantial 
though  not  expensive  tables  and  chairs  are  desirable.  A 
dignified  yet  cozy  atmosphere  is  often  secured  by  carefully 
selected  pictures.  Drapery  and  floor  coverings  add  much 
to  its  attractiveness. 

b.  Conduct  and  supervision 

Books  should  be  arranged  so  that  they  will  be  easily 
accessible.  They  should  form  a  "working"  library  in  which 
reference  books,  such  as  encyclopedias,  dictionaries,  maps 
and  other  standard  volumes,  depending  upon  local  work 


42  ASSOCIATION  EDUCATIONAL  WORK 

and  local  conditions,  may  be  found.  If  possible  book  cases 
should  always  be  left  open,  with  systematic  arrangement 
and  occasional  change  of  books  unless  they  have  been  sys- 
tematically catalogued  and  located.  Useless  books  or  vol- 
umes of  little  value  should  give  way  to  newer  books  or 
the  space  be  used  to  better  advantage. 

Technical,  scientific  and  similar  books  should  be  pro- 
vided to  supplement  special  lecture  courses  and  classes. 
Students  may  be  encouraged  by  instructors  to  look  up  spe- 
cial topics  and  carry  on  individual  library  and  research 
study.  City,  school  or  local  libraries  may  be  used  to  supple- 
ment this  work.  Loans  of  books  on  special  or  technical 
subjects  may  often  be  secured  from  local  or  state  circu- 
lating libraries  to  supplement  lecture,  class  or  club  work. 
With  the  decreased  cost  of  fiction  and  the  increased  num- 
ber of  public  libraries  many  Associations  spend  relatively 
less  in  the  purchase  of  such  material. 

By  posted  lists  of  new  books,  card  catalogs,  occasional 
book  talks,  book  club,  frequently  replaced  loans  from  other 
libraries,  public  and  private,  and  in  other  ways,  the  library 
can  and  should  be  made  useful  and  stimulating.  Many 
successful  secretaries  place  a  few  carefully  selected  books 
on  their  private  desks  which,  marked  or  unmarked,  can  be 
handed  personally  to  those  who  visit  the  secretaries'  offices. 
Much  good  is  done  by  secretaries  in  this  way  among  young 
men  who  would  not  themselves  be  apt  to  select  and  read 
the  right  kind  of  stimulating,  thoughtful  and  message- 
giving  books. 

The  library  cannot  successfully  run  itself.  Unremitting 
effort  should  be  made  by  secretaries,  committeemen  and 
others  to  make  it  function  properly.  In  no  place  within  the 
Association  building  will  carelessness  and  unsystematic 
administration  be  more  apparent  than  in  the  library. 
Whether  or  not  it  is  a  stimulating  center  of  Association  life 
depends  largely  upon  the  interest,  attention  and  supervision 


GENERAL  FEATURES  43 

which  it  receives.    The  librarian,  when  there  is  one,  is  one 
of  the  assistant  educational  secretaries. 

Number  of  Men  and  Boys  in  School — All  Kinds 

Based  on  United  States  Bureau  of  Education  Reports,  1910,  also  the 
Educational  Commission  of  the  Chicago  Commercial  Club 

Number  of  Male  Students  Enrolled  in  all  Schools,  Public  and  Private— 9,800,000 
(19.4%  of  Male  Pop.) 

m^mmm^immmmmmimma^^Kmmmi^^mmmi^^^^^mmmmm  100% 

Per  Cent  of  Male  Students  in  Regular  Attendance 
Per  Cent  ICnrolled  in  all  (irades  below  the  High  School 
Per  Cent  Completing  Grammar  Grades 

w^immmmmamm  17. 99$, 

Per  Cent  Entering  High  Schools 

■■■■■  11. 8<^ 

Per  Cent  Completing  High  Schools 

M3.4% 

Per  Cent  in  all  Secondary  Schools— High  Schools  and  Academies 

Per  Cent  in  all  Supplementary  Schools— Evening,  Business,  Art,  etc. 

■  2.6% 

Per  Cent  in  all  Higher  Education— Colleges,  Universities,  Professional  Schools 

■  1.90% 

Total  Males  of  Vocational  School  Aj^e  HS  22  years)  18,500,000 

m^mmm^^^^^^^mmmmmma^^^amm^mK^^mmmmi^^  100% 

In  Vocational  Schools,  or  Taking  Vocational  Studies  in  Other  Schools 

■■4.9% 

Number  Completing  Course 

■  1.97% 


3.    Lectures 

a.    Definition 

The  educational  lecture,  distinguished  by  a  definite  edu- 
cational content,  contrasts  with  the  practical  talk  in  the 
following  respects:  It  is  more  formal  in  character;  the 
audience  is  larger ;  fees  are  generally  charged ;  the  speaker 
is  usually  paid ;  much  more  effort  is  needed  in  making  pre- 
liminary arrangements;  and  expenses  are  involved  which 
are  much  greater.     The  lecture  may  be  popular  in  char- 


44  ASSOCIATION  EDUCATIONAL  WORK 

acter  but  should  find  its  highest  merit  in  definite  instruc- 
tion, information  and  incentive  to  further  study.  A  few, 
but  not  all,  numbers  in  a  lyceum  course  may  be  called 
"educational  lectures." 

From  one  to  a  dozen  or  more  lectures  may  be  given  upon 
as  many  different  subjects  and  thus  the  possible  lack  of 
sequence  in  topics  distinguishes  them  from  the  "class  lecture 
series."  The  speaker  should  present  a  lucid  and  symmetri- 
cal treatment  of  his  subject  and  leave  a  well-defined  impres- 
sion upon  his  audience. 

b.  Subjects 

Topics  suitable  for  educational  lectures  are  varied  and 
numerous  and  should  be  chosen  to  yield  the  largest  good  to 
the  largest  number.  Much  useful  material  may  be  found 
as  follows: 

(1)  Biography,  with  its  incident  lessons  in  history,  poli- 
tics, literature  and  fine  arts. 

(2)  Travel,  with  its  wealth  of  practical  lessons  in  geog- 
raphy, history  and  social  and  economic  conditions. 

(3)  Social  problems  with  their  lessons  in  social  welfare, 
reform,  and  industrial,  civic  and  commercial  problems. 

(4)  Useful  and  fine  arts  with  their  lessons  in  industry, 
science,  invention  and  beauty. 

(5)  Engineering,  including  discussions  of  modern  appli- 
cations of  steam,  gas  and  electricity;  construction  w^ork, 
aerial  and  water  navigation;  transportation  and  similar 
topics. 

(6)  Personal  life  problems  and  a  choice  of  one's  voca- 
tion, amusements,  thrift,  hygiene,  health,  home  life,  educa- 
tion, culture,  etc. 

c.  Organization  and  conduct 

Educational  lectures  are  surest  of  success  and  yield 
largest  service  when  they  are  conducted  as  a  supplementary 


LECTURES  45 

feature  to  other  activities,  such  as  class  or  club  work.  As 
such  and  in  contrast  to  the  practical  talk,  the  subject  is 
generally  chosen  first  and  then  a  capable  speaker  found,  if 
possible,  to  present  it.  This  does  not  exclude,  however, 
the  use  of  lecture  platform  speakers  of  large  ability  whose 
lectures  are  worth  securing.  Competent  men  are  not 
always  obtainable  locally,  so  frequently  one  must  seek  else- 
where for  a  special  talent,  either  in  cooperation  with  other 
Associations,  through  lecture  bureaus,  or  otherwise.  Talent 
should  be  secured  long  enough  in  advance  of  the  lecture 
date  so  that  ample  time  may  be  had  for  preparation;  the 
speaker  should  also  be  advised  carefully  as  to  the  character 
of  his  audience  and  in  general  what  is  expected.  University 
extension  lectures  are  exceedingly  valuable  when  carefully 
chosen;  but  care  should  be  used  that  they  be  not  made  a 
simple  and  easy  way  by  which  the  local  Association  either 
through  its  officers,  committeemen,  or  others  escapes  respon- 
sibility for  planning  and  promoting  independently  those 
features  most  nearly  required  to  meet  local  needs. 

Attendance  should  be  primarily  limited  to  men,  though 
mixed  audiences  are  often  desirable  and  necessary.  The 
educational  committee,  subcommittee,  special  committee  or 
group  cooperating  with  the  general  secretary  or  the  educa- 
tional secretary  should  care  for  the  general  promotion  and 
conduct  of  this  feature.  They  should  arrange  also  for 
necessary  advertising  and  publicity.  Much  effort  should 
be  made  to  secure  not  only  an  audience  but  the  audience 
desirable  for  a  particular  lecture. 

d.    Finances 

Expenses  in  securing  talent,  car  fare,  preparation  for 
lecture,  such  as  necessary  stenographic  service,  making  of 
lantern  slides  or  special  apparatus,  drayage,  expressage, 
advertising,  etc.,  should  be  met  by  the  Association.  Talent 
may  often  be  secured  free;  frequently  a  reasonable  charge 


46  ASSOCIATION  EDUCATIONAL  WORK 

is  made;  in  any  event  the  speaker  should  not  be  encour- 
aged to  receive  large  fees.  To  cover  legitimate  expenses 
the  Association  may  make  a  direct  appropriation  from  its 
budget,  a  special  fund  may  be  raised  and  utilized  for  this 
purpose,  or  a  reasonable  admission  fee  for  one  or  a  series 
of  lectures  may  be  charged  to  defray  all  or  part  of  the 
expenses. 


4.     Practical  Talks 

a.  Object 

One  of  the  most  informal,  and  yet  most  interesting  and 
valuable  educational  features,  is  the  practical  talk.  Its 
object  is  to  give  a  man  or  boy  larger  and  wider  interests; 
to  suggest  a  subject  on  which  he  will  do  further  reading; 
to  add  informally  to  his  knowledge  and  outlook  on  Hfe;  to 
lead  him  through  a  combination  of  recreation  and  educa- 
tion, to  spend  a  portion  of  his  leisure  time  more  profitably ; 
to  pave  the  way  for  more  thorough  work;  to  inspire  him 
to  better  interests  and  impulses  through  a  strong  person- 
ality in  the  leader.  They  have  been  largely  used  also  to 
helpfully  introduce  the  cultural  element  among  students  in 
class  work. 

b.  Conduct  ^ 
A  practical  talk  can  be  given  on  any  subject,  at  any  time, 

anywhere,  to  any  group  of  men  or  boys,  under  any  circum- 
stances and  by  anyone  who  knows  what  he  is  talking  about. 
It  may  be  given  either  inside  or  outside  the  Association 
building  and  to  as  many  as  can  conveniently  listen,  see  or 
hear.  Generally,  small  groups  are  better.  The  lobby,  parlor, 
game  room,  "gym,"  an  office,  a  class  room,  a  corner,  or 
before  the  fireplace — all  of  these  places  in  the  Association 
building  may  be  utilized ;  the  corner  of  a  shop  at  the  noon 
hour,  the  shipping  room  of  a  wholesale  house,   a  lunch 


PRACTICAL  TALKS  47 

room,  a  church,  a  club,  schoolhouse — any  gathering  place 
at  morning,  noon  or  night,  outside  the  Association  building 
may  be  used.  The  conduct  of  the  session  depends  entirely 
upon  circumstances.  Men  or  boys  should  be  put  at  their 
ease  and  into  friendly  relations  with  the  speaker. 

c.  Selection  of  speakers  and  subjects 

In  general,  the  man  and  not  the  subject  is  the  most  impor- 
tant matter.  Make  a  careful  choice  of  speaker  and  then 
discover  what  he  is  most  fitted  by  temperament  and  expe- 
rience to  talk  about.  Not  the  least  value  of  the  talk  is  the 
development  of  latent  powers  and  possibilities  in  undis- 
covered men.  Let  the  subject  adjust  itself  to  the  man,  not 
the  man  to  the  subject. 

It  is  highly  desirable  to  plan  definitely  for  a  series  of 
from  ten  to  one  hundred  or  more  talks  during  the  year, 
depending  on  membership  and  extension  work.  If  possible 
the  subjects  should  be  varied  according  to  the  seasons,  local 
interests,  happenings  of  the  day,  and  in  other  ways  be  made 
helpful,  attractive,  informing  and  stimulating.  A  good 
plan  is  to  choose  a  number  of  speakers  in  advance  and 
secure  their  agreement  to  talk  upon  acceptable  subjects  on 
short  notice.  By  this  method  one  always  has  a  supply  of 
speakers  on  hand  and  runs  small  risk  of  disappointment. 

d.  Methods  and  principles 

Each  speaker  should  be  told  carefully  by  outline,  if  pos- 
sible, what  is  expected  from  him,  about  how  long  he  is  to 
talk,  in  what  way,  to  what  kind  of  men,  and  to  how  many, 
and  what  you  wish  to  accomplish.  He  should  be  encour- 
aged, in  case  of  technical,  science  or  similar  subjects,  to 
demonstrate  by  models,  experiment,  machines,  instruments, 
drawings,  charts,  pictures  and  objects,  the  subject  under 
discussion.  As  a  rule  no  fees  should  be  charged  and  no 
expenses  save  those  of  car  fare  and  other  incidentals  need 


48  ASSOCIATION  EDUCATIONAL  WORK 

be  incurred.    The  development  of  volunteer  leadership  will 
thus  be  encouraged. 

No  one  feature  will  produce  greater  and  more  beneficial 
results  for  the  time  and  expense  involved  than  these  in- 
formal talks.  Results  should  be  found  in  an  intensified 
interest  in  new  subjects;  organization  of  new  clubs;  in- 
creased demand  for  new  classes;  larger  student  enrolment; 
more  wholesome  interests  and  greater  service  of  the  Asso- 
ciation. Efforts  should  be  made  to  secure  one  or  more  of 
these  results  to  as  large  an  extent  as  possible. 

e.    Tedk  topics 

Some  of  the  subjects  which  Associations  have  found 
most  attractive  are  as  follows: 

Practical  Science.  Demonstrations  in  chemistry,  physics,  elec- 
tricity, medicine,  astronomy. 

Travel  and  Exploration.  Chats  about  vacation  experiences;  trips 
at  home  and  abroad. 

Government  and  Polities.  Talks  on  problems  of  city  and  country 
life;  government  ideals  and  problems;  political  parties  and  prin- 
ciples; civics. 

Biography.  Talks  about  men  of  today  and  yesterday;  who  they 
are  or  were;  what  they  are  or  were  doing. 

Modern  Engineering.  Bridge  building,  tunnelling,  power  plants, 
water  supply,  drainage,  irrigation,  canal  building,  aeronautics. 

Music  and  Art.  Conversations  about  the  beautiful  in  song,  color 
and  form;  musical  composers;  painting,  sculpture,  arts  and  crafts; 
books. 

Personal,  Domestic  and  Public  Economy.  Talks  on  thrift,  sav- 
ings, accounts,  life  insurance,  building  and  loan  associations,  house- 
hold accounts  and  expenses,  expenditure  of  public  money,  taxes. 

Nature  Study  and  Woodcraft.  Should  be  adapted  to  the  season 
and  community.  Demonstrations  are  always  interesting.  Outdoor 
tramps  offer  good  time  and  opportunity. 

History  and  Economics.  Discussions  of  current  events,  present- 
day  problems,  industrial  life,  factory  production,  labor  problems, 
charity  organizations,  pauperism,  crime. 

Health  and  Hygiene.     Bathing,  care  of  the  body,  teeth,  throat. 


No.  1.    Boys  Drop  Out  of  School— One  Hundred  Boys  in  First  Grade 


Boys'  Summer  School— Columbus,  o. 


TOURS  AND  TRIPS  49 

eyes,  skin.     How  to  keep  well;  sex  and  personal  habits;  foods  and 
eating;  play  and  recreation;  clothing. 

Miscellaneous.  How  to  use  a  razor;  care  of  the  hair;  tele- 
phone; telegraphy;  printing  and  newspaper  work;  medicine  and 
surgery;  law;  the  pulpit;  value  of  an  education;  business  methods; 
personal  life  problems;  marriage;  child  life;  photography;  poultry. 


5.    Educational  Tours  and  Trips 

au    Principle 

Seeing  is  believing,  and  what  one  sees  he  remembers. 
This  is  the  underlying  principle  in  the  educational  trip  or 
visit.  Such  excursions  by  a  group  of  men  or  boys  may  be 
made  to  any  place  or  institution  worth  seeing. 

b.  Places  visited 

Among  them  may  be  mentioned: 

(1)  Local  public  institutions,  such  as  gas  works,  electric 
power  plants,  water  works,  telegraph  office  or  telephone 
exchange,  post  office,  public  buildings. 

(2)  Local  or  neighboring  industries,  as  brick-kilns,  pack- 
ing plants,  steel  mills,  mines,  collieries,  railroad  yards,  saw- 
mills, dairying  plants,  newspaper  offices  and  shops. 

(3)  Factories,  as  silk,  cotton  and  woolen  mills,  bakeries, 
harness  and  shoe  factories,  potteries. 

(4)  Business  concerns,  as  department  stores,  banks, 
wholesale  houses,  insurance  associations. 

The  limit  set  by  such  excursions  depends  entirely  upon 
the  local  community  and  its  neighborhood  within  visiting 
distance. 

c.  Value 

As  a  supplemental  educational  feature  these  trips  are  very 
useful.  Classes  or  clubs  may  make  regularly  planned  visits 
to  industries  or  concerns  directly  or  indirectly  connected 


50  ASSOCIATION  EDUCATIONAL  WORK 

with  the  subject  in  which  they  are  interested.  Practical 
talks  may  be  preceded  or  followed  by  such  visits  and  thus 
stimulate  the  organization  of  or  attendance  at  classes  and 
clubs.  Association  libraries  can  add  materially  to  the  effec- 
tiveness of  their  work  through  the  promotion  of  tours  and 
trips  to  supplement  library  books,  courses  or  periodical 
literature. 

The  special  value  of  the  trip  lies  not  only  in  the  informal 
and  semi-recreational  type  of  instruction  offered,  but  in  the 
stimulation  of  new  interests  and  wide  acquaintance  by  those 
who  participate.  No  less  value  attaches  to  the  leadership 
involved  and  to  the  importance  of  interesting  business  men 
and  managers  in  using  their  occupational  facilities  for  good. 

d.    Organization  and  conduct 

It  is  well  to  observe  a  few  principles  in  the  organization 
and  conduct  of  such  trips  which  Association  experience  has 
tested  and  tried: 

(1)  Visiting  groups  should  be  small,  generally  limited 
to  ten  or  fifteen  in  number,  but  depending  upon  the  place 
visited. 

(2)  The  responsible  leader  who  accompanies  each  group 
should  have  some  previous  knowledge  of  the  place  visited 
and  of  the  men  to  be  met. 

(3)  Such  trips  should  be  arranged  well  in  advance  with 
the  management  of  the  place  to  be  visited.  Advice  should 
be  given  by  mail,  messenger  or  telephone  at  least  a  few 
hours  in  advance  of  the  time  when  the  party  is  to  arrive. 

(4)  Arrangements  should  be  made,  whenever  possible, 
for  a  personally  conducted  tour  by  an  officer  or  capable 
employee,  encouraging  much  explanation  and  demonstra- 
tion. 

(5)  Arrival  should  coincide  with  time  appointed.  Delays 
are  exasperating  to  business  men  and  are  apt  to  prevent 
further  assistance. 


TOURS  AND  TRIPS 


51 


(6)  Visitors  should  be  discouraged  from  "wandering" 
or  in  any  way  interfering  with  workmen  or  appointed  leader. 

(7)  Application-  for  places  in  the  party  should  be  re- 
quired in  advance. 

(8)  A  series  of  such  trips  should  be  planned  well  in 
advance  that  most  efficient  results  may  be  secured. 

(9)  A  word  of  thanks  and  appreciation  should  always 
be  sent  to  officials  of  the  place  visited;  publicity  of  such 
visit  may  well  be  had  and  if  possible  some  report  in  writing 
for  Association  reports  encouraged  from  the  groups. 


Mall  W/iCE-gqwNEws 

yOCATlOMS 


^maJi  cmttr  cirtti.)  <lr< 

ttfd  jvr  Vocation*  bif 

M4tc   fkool  trm.it*.imm. 


The  large  circle  represents  the  29,600,000  male  wage-earners  over  ten  years 
■of  age.  The  small  inner  circle  represents  the  very  small  proportion  of  these 
males  that  have  been  fitted  by  definite  educational  training  for  their  present 
vocations  and  occupations.  About  27  per  cent  of  the  males  are  reported  as 
in  commercial  and  professional  positions.  The  circle  to  the  right,  drawn  to 
a  diflFerent  scale,  shows  less  than  600,000  males  attending  evening  and  supple- 
mentary schools  of  all  kinds.  Nearly  70  per  cent  of  these  men  and  boys  are 
studying  commercial,  language  and  professional  subjects  for  which  only  27 
per  cent  of  the  vocational  positions  require  such  special  training.x^  The  need 
thus  shown  is — (a)  to  do  all  that  is  possible  to  provide  vocational  training 
facilities  to  meet  at  least  a  portion  ot  the  needs  of  the  95  per  cent  of  the 
males  not  yet  educationally  fitted  for  life  work;  (b)  to  place  much  more 
emphasis  on  the  science,  technical,  industrial  and  vocational  training  privi- 
leges, for  which  there  is  so  much  greater  general  need,  rather  than  on  the 
commercial  and  professional  subjects  which  are  relatively  so  much  better 
provided. 


52  ASSOCIATION  EDUCATIONAL  WORK 

6.     Class  Lecture  Series 
a.    Definition 

The  class  lecture  series  is  neither  a  series  of  unrelated 
lectures,  such  as  outlined  in  the  preceding  section  under 
"Lectures,"  nor  is  it  class  work,  though  it  partakes  of  the 
nature  of  both.  This  feature  is  less  formal  and  more  sys- 
tematic than  unrelated  lectures  and  more  formal  and  less 
intensive  than  class  work.  Consequently  either  special  lec- 
tures or  extra  class  work  or  both  may  profitably  supplement 
the  class  lecture  series.  Its  function  is  to  combine  logically 
the  stimulation,  information  and  special  training  of  the 
expert  with  the  more  or  less  systematic,  carefully  outlined 
and  intensive  work  of  the  class  room  under  the  guidance  of 
a  teacher,  and  where  there  is  much  recitation,  personal  in- 
struction and  conference,  the  solving  of  problems  and  sup- 
plementary study. 

The  class  lecture  series  may  comprise  from  ten  to  fifteen 
lectures  by  one  person,  assisted  possibly  by  others,  upon  one 
definite  subject  in  which  there  may  be  more  or  less  dis- 
cussion, quiz  and  supplemental  reading,  concluding  with  or 
without  examinations.  Some  of  the  subjects  may  be  law, 
accountancy,  insurance,  business  management,  advertising, 
salesmanship,  finance,  engineering,  aeronautics,  character 
building,  eugenics,  agriculture  and  allied  subjects.  Such 
a  course  or  series  of  lectures  is  planned  and  carefully 
thought  out  after  much  consultation  with  the  leader  and 
Association  officers  and  finally  arranged,  advertised  and 
promoted  with  the  object  of  meeting  the  needs  of  a  particu- 
lar group  of  men  in  the  community.  Such  work  should  not 
be  confused  with  class  work,  and  should  not  be  advertised,, 
promoted  or  reported  as  such.  Thus  the  Association  will 
avoid  charges  of  superficiality  in  conducting  courses  which 
contain  insufficient  study,  concentration  and  applied  effort 
generally  implied  by  the  term  "class  work." 


CLASS  LECTURE  SERIES    .  S3 

b.  Organization  and  conduct 

Responsibility  for  this  feature  rests,  as  in  the  case  of 
other  educational  activities,  upon  the  educational  com- 
mittee, the  educational  secretary  or  other  Association  offi- 
cials. A  special  advisory  committee  often  renders  valuable 
assistance.  Though  a  special  lecturer  may  be  used  occa- 
sionally, it  is  desirable  to  make  one  person  the  leader  and 
chief  lecturer  and  place  in  his  hands  prime  responsibility  in 
outlining  the  topics  to  be  covered.  For  this  he  should  be 
paid,  as  in  the  case  of  other  teachers,  a  fee  sufficient  to 
secure  the  best  obtainable  ability.  Special  lecturers  may  or 
may  not  be  paid  for  their  services. 

Unlike  class  work  no  detailed  record  is  kept  of  attend- 
ance, and  frequently  no  examinations  are  held,  though  an 
occasional  informal  quiz  is  stimulating.  Registration  in 
such  lecture  series  entails  requirements  similar  to  registra- 
tion in  regular  class  work.  These  courses  are  most  success- 
ful when  reading  assignments  are  made  and  students  are 
encouraged  to  do  more  or  less  collateral  reading  or  special 
study  and  investigation.  A  small  group  may  be  organized 
as  a  club  for  this  purpose. 

c.  Finances 

Associations  with  thorough  accounting  systems  charge 
off  against  the  several  features,  including  the  lecture  series, 
expenses  of  teachers,  advertising  and  other  items  charge- 
able to  the  several  accounts.  The  class  lecture  series,  as 
to  organization,  promotion  and  financing,  differs  in  no  re- 
spect from  regular  class  work  except  in  degree.  As  a  rule 
the  expenses  involved  in  special  equipment,  lecturers,  lead- 
ership and  advertising  is  greater  for  class  lecture  series 
than  for  most  other  features  and  consequently  higher  fees 
are  charged.  As  a  rule  these  lecture  series  are  largely  voca- 
tional in  character,  and  are  attended  by  mature  and  com- 
paratively well-to-do  men.    This  makes  a  relatively  higher 


54  ASSOCIATION  EDUCATIONAL  WORK 

fee  possible  than  for  other  features.  Furthermore  there  is 
generally  no  criticism  or  objection  to  this  practice.  Fre- 
quently tuition  fees  received  will  exceed  expenses,  in  which 
case  the  excess  may  be  used  to  balance  the  account  of  the 
other  features  carrying  a  deficit. 


7.    Clubs 

a.  Principles 

The  development  of  club  spirit  and  of  various  forms  of 
club  activity  in  the  Association  opens  the  way  for  a  larger 
measure  of  that  stimulating  influence  of  man  on  man  which 
the  organization  always  has  sought  to  magnify.  For  the 
best  results  in  educational  clubs  experience  shows  that  each 
member  should  find  congeniality  and  like-mindedness,  com- 
radeship, like  interests,  stimulation,  in  formal  discussion 
and  discussion  and  instruction  and  an  opportunity  to  develop 
along  those  lines  for  which  he  has  joined  with  others  in 
similar  interests. 

The  club,  properly  conducted,  blends  healthful  comrade- 
ship with  definite  purpose,  whatever  its  object  or  the  cause 
of  its  existence.  As  an  Association  organization  it  should 
bind  service  with  effort  and  Christian  motives  with  personal 
desires,  and  as  such  no  other  organization,  properly  con- 
ducted, is  more  normal  or  more  truly  Associational  in  the 
proper  sense  of  the  term. 

b.  Classification 

Clubs  fall  into  two  classes — Short  term,  and  long  term. 

(1)  Short  term  clubs  have  a  more  or  less  temporary 
organization  and  a  minimum  of  formality.  Their  work  is 
generally  laid  out  in  definite,  carefully  outlined  units,  and 
a  delegated  Association  representative  sustains  a  close  rela- 
tion of  supervision  and  guidance.  They  have  a  value  appar- 
ently out  of  proportion  to  their  length  of  life.     Among 


VAkJETY  OF  CLUBS  55 

boys  particularly,  whose  interests  change  very  rapidly,  the 
short  term  club  is  that  which  can  be  used  to  greatest  advan- 
tage. In  this  case  one  group  of  boys,  within  a  few  months, 
may  become  successively  a  stamp,  bird,  first  aid,  marble  and 
garden  club.  In  any  event  natural  interests  should  deter- 
mine the  character  of  club  work.  With  modifications  the 
same  is  true  of  clubs  among  men  though  not  to  such  a  large 
extent. 

(2)  Long  term  clubs  with  permanent  and  continued 
organization,  conducting  adapted  work  in  well-defined  lines, 
are  more  effective  instruments  for  systematic,  sustained  and 
permanent  work.  The  secretary  and  appointed  leader  has 
a  direct  advisory  relation  to  this  organization. 

c.    Variety 

The  different  kinds  of  clubs  for  men  and  boys  are  limited 
in  number  only  by  the  various  interests  which  can  unite 
small  groups  for  either  short  or  long  periods.  The  follow- 
ing is  suggestive,  not  exhaustive : 

(1)  Literary:  lyceum,  literary,  debating,  public  speak- 
ing, reading,  book,  dramatic,  story-telling. 

(2)  Musical :  as  chorus,  glee,  mandolin  and  guitar,  banjo, 
band,  drum  corps  or  orchestra. 

(3)  Scientific:  as  engineering,  photography,  electrical, 
chemical,  astronomical,  medical  or  aeronautics. 

(4)  Art:  as  sketch,  water-color,  art-photography,  paint- 
ing, arts  and  crafts,  interior  decoration,  illustrating  or  car- 
tooning. 

(5)  Civic:  as  politics,  social  economy  and  welfare,  muni- 
cipal problems,  public  improvement,  or  civic  research. 

(6)  Business  and  Vocational:  as  salesmanship,  stenog- 
raphy, advertising,  business  management,  economics,  trans- 
portation, banking,  office  efficiency,  agriculture,  or  printing. 

(7)  Miscellaneous:  first  aid,  historical,  travel,  collection, 
air  brake,  poultry,  or  apprentice. 


56  ASSOCIATION  EDUCATIONAL  WORK 

d.  Relation  to  other  features 

Clubs  are  valuable  adjuncts  to  other  educational  features, 
such  as  classes,  talks,  tours  and  trips,  library  and  extension 
work.  A  class  often  in  time  produces  a  club;  likewise  a 
club  frequently  begets  a  class  with  paid  instruction.  A 
club  also  may  result  from  a  talk  or  series  of  informal 
talks ;  similarly,  a  practical  talk  club  may  arrange  and  con- 
duct such  a  feature  for  the  Association  during  the  season. 
A  reading  club  generally  centers  in  a  library  or  reading 
room,  and  an  "extension  club"  may  make  trips  to  various 
local,  civic,  business  and  industrial  plants  the  main  part 
of  its  program. 

e.  Principles  of  organization 

Experience  indicates  that  for  best  results  certain  char- 
acteristics and  principles  of  organization  and  conduct  should 
be  observed: 

(1)  A  club  should  develop  from  within  outward  and 
have  a  natural  growth.  Only  those  things  which  grow,  not 
those  which  we  make,  have  life.  The  proper  origin  of  a 
club  is  an  individual  boy  or  man  with  an  idea,  having  the 
power  of  leadership,  being  thoroughly  in  sympathy  with 
the  general  purpose  of  the  Association  and  in  close  working 
relationship  with  the  management.  Carefully  encouraged 
and  coached  this  individual  shall  quietly  find  another  like 
himself,  these  two  a  third,  and  this  nucleus  should  add  to 
itself  by  natural  accretion  such  friends  as  have  the  right 
interest,  are  congenial  and  willing  to  work.  Thus  were  the 
twelve  disciples  chosen.  Publicity, of  plans  and  work  should 
follow,  not  precede,  the  organization  of  the  club.  Varia- 
tions in  method  of  organization  may  be  had,  provided  the 
general  principles  are  observed.  Clubs  must  develop  from 
few  to  many ;  not  from  many,  such  as  one  finds  attending  a 
public  meeting,  dinner  or  talk,  to  a  select  few. 


.  •^.    liovb  DKor  Oui  oi    School    uf  one  IlLM'Ki:ii  Bovi  in  FiRii  Gkadk 
There  Are  Thirty-kive  in  Fifth  Grade 

The  Sage  Foundation  reports  fifty-five  in  Fifth  grade  as  the  corresponding 
proportion  of  one  hundred  boys  in  First  grade 


Course  in  AERONAuncii  for  Boys— Indianapolis 


I'OLLTKV    RaISIXU   SCHOOL-PuRTLAND,   ORF. 


ORGANIZATION  OF  CLUBS  57 

(2)  Congeniality,  affinity  of  interest  and  like-mindedness. 
The  presence  of  those  in  a  club  whose  interest  does  not 
affiliate  and  associate  them  readily  with  others  of  the  group 
is  a  source  of  annoyance  to  both  and  a  menace  to  the  success 
of  the  club.  They  should  have  not  only  like  interests,  but 
also  like-mindedness  to  associate  successfully.  New  mem- 
bers should  be  accepted  after  this  test  only. 

(3)  Exclusiveness.  If  a  club  is  to  include  those  who  can 
work  best  together  it  must  exclude  those  whose  presence 
would  not  further  the  group's  objects.  A  club,  therefore, 
is  necessarily  exclusive  in  the  sense  that  it  keeps  out  unlike 
elements  though  not  essentially  in  an  undemocratic  or 
obnoxious  way.  Associations  should  be  free  in  granting 
the  right  of  exclusiveness  as  far  as  a  club's  personnel  is 
concerned,  being  careful  not  to  cultivate  an  objectionable 
clique  spirit  by  granting  special  unnecessary  privileges. 

Cost  of  Education  Per  Student  Per  Year  Attending 
Public  Schools 


1870  $15.20  I 

1876  15.70  1 

1880  18.61 

1885  15.06 

1890  17.54 

1895  18.76 

1900  21.23 

1906  26.27 

1910  38.50 


(4)  Leadership.  Most  men  and  boys  are  "trailers." 
Consequently  well-chosen  leadership  is  largely  essential  to 
the  success  of  any  club  whether  that  leadership  depends  on 
one  or  more  individuals.  There  is  value  in  training  together 
under  leadership;  there  is  value  in  exercising  leadership. 
The  leader  should  have  positive  convictions,  though  not  be 


58  ASSOCIATION  EDUCATIONAL  WORK 

domineering  in  their  expression,  an  aggressive  personality 
and  be  possessed  of  a  will  which  commands  response.  This 
is  doubly  true  for  adult  leaders  of  boys  or  for  leadership 
by  older  boys  of  their  juniors.  Moreover,  the  leader  should 
bear  close  cooperative  relationship  to  Association  officers. 

f.  Twofold  purpose 

A  club  exists  for  the  pleasure  and  profit  of  its  members. 
It  will  not  reach  the  highest  level  of  usefulness,  however, 
either  to  its  members  or  others,  unless  "service"  holds  a 
large  definite  share  in  its  program.  As  with  the  individual, 
the  club's  life  depends  on  the  expression  of  service  in  defi- 
nite form  in  behalf  of  others.  A  club  will  do  best  work, 
will  gain  greater  publicity,  will  wield  a  larger  influence  and 
will  be  of  greater  value  to  its  members  if  it  performs  some 
definite  piece  of  service ;  such  may  be  to  conduct  an  exhibit, 
give  a  series  of  special  lectures  and  talks,  equip  libraries, 
organize  social  centers  in  needy  districts,  promote  the  Big 
Brother  Movement,  promote  good  citizenship,  make  social 
welfare  investigations,  provide  Association  scholarships  for 
needy  boys,  furnish  volunteer  leaders  for  other  educational 
features,  conduct  shop  talks  and  in  other  ways  serve  the 
community. 

g.  Ups  and  downs 

Club  work  would  not  be  natural  unless  interest  alter- 
nately increased  and  waned.  At  times  interest  is  high, 
at  other  times  it  is  low.  One  should  not  be  over-enthusiastic 
for  the  first,  nor  worried  about  the  last.  Even  should  a 
club  die  out,  if  its  purpose  has  been  fulfilled  partially  but 
certain  desirable  elements  have  been  lacking,  there  should 
not  be  overwhelming  regret.  At  times  it  is  desirable  to 
"kiir  a  club  if  by  so  doing  one  can  build  a  better.  What 
is  said  under  the  section  on  principles,  on  long  term  and 
short  term  clubs  is  applicable  in  this  connection. 


CONDUCT  AND  PURPOSE  OF  CLUBS  59 

h.    Conduct  and  administration 

(1)  A  club  should  be  allowed  to  do  nothing  out  of  har- 
mony with  the  Association's  general  policy  or  contrary  to 
the  judgment  and  will  of  the  latter's  officers.  This  does 
not  rob  the  club  of  a  legitimate  right  of  initiative  and  self- 
control;  on  the  other  hand,  a  recognition  of  the  principle 
gives  to  the  executive  officers  a  responsibility  of  oversight 
for  legitimate  and  profitable  club  work  and  an  absolute 
control  in  case  of  necessity.  Frequent  conference  and  close 
personal  contact  will  insure  harmony  of  action  between  club 
and  Association  officials. 

(2)  Property  rights  should  be  vested  wholly  in  the  Asso- 
ciation. Harmony  is  much  more  apt  to  obtain  when  a  club 
subordinates  its  individual  claims  to  those  of  the  parent 
organization.  Experience  has  shown  that  complete  control 
of  club  room  properties  and  club  equipment  by  the  Asso- 
ciation involves  no  loss  of  dignity  or  essential  rights  by  the 
club.  Furthermore,  such  an  understanding  and  agreement 
completely  removes  any  grounds  for  dissension  or  mis- 
understanding at  any  time. 

(3)  Adequate  facilities  in  the  way  of  room,  equipment, 
adjustment  of  hours,  publicity,  counsel  and  supervision 
should  be  made  by  the  Association  to  encourage  legitimate 
club  work,  the  same  being  withdrawn  when,  at  any  time, 
the  Association  feels  justified  in  refusing  further  support. 
The  Association  should  lend  hearty  aid  in  helping  clubs 
secure  equipment  and  should  endeavor  to  preserve  a  club's 
rights  in  the  use  at  stipulated  periods  of  space,  facilities  or 
equipment.  In  addition,  each  club  should  enjoy  as  many 
supplementary  facilities  in  the  way  of  lectures,  demonstra- 
tions, periodicals  in  reading  room  and  books  in  library, 
classes  and  features  as  the  Association  can  consistently 
furnish. 

(4)  Publicity  of  club  activity  is  desirable  to  draw  outside 
attention   and   deepen   interest   within   the   club.      Besides 


60  ASSOCIATION  EDUCATIONAL  WORK 

printed  announcements,  successful  publicity  may  be  ob- 
tained by  the  club  through  conducting  some  enterprise, 
such  as  an  exhibit,  a  special  entertainment,  some  special 
feature,  a  series  of  lectures  and  talks,  a  piece  of  research 
or  some  form  of  service.  Because  of  its  organization  a  club 
may  often  stand  sponsor  and  be  responsible  for  some  fea- 
ture securing  therefor  special  talent  or  leadership  which 
would  be  difficult  to  secure  in  any  other  way.  Various 
forms  of  service  which  enlist  more  interest  and  publicity 
and  produce  favorable  comment  on  a  club  should  be  en- 
couraged. 

(5)  Club  membership  should  be  limited  to  Association 
membership,  the  minimum  Association  fee  being  accepted. 
Additional  club  fees  should  be  sufficient  to  cover  specific 
and  contingent  club  expenses.  To  avoid  possible  friction, 
secure  close  cooperation  and  insure  responsibility,  club  fees 
should  be  payable  to  the  club  treasurer  through  the  Asso- 
ciation office.  The  club  fee  should  be  so  adjusted  that  spe- 
cial assessments  are  rarely  if  ever  necessary.  Special  ex- 
penses incurred  in  purchasing  permanent  equipment,  etc., 
should  be  provided  out  of  the  Association  budget  or  partly 
or  wholly  raised  by  subscriptions  or  moneys  secured  by  the 
club,  great  care  being  used  that  in  any  solicitation  of  sub- 
scriptions the  rights  and  wishes  of  the  Association  in  respect 
to  regular  contributions  should  be  met. 

i.    Purpose 

Some  desirable  objects  and  advantages  in  club  work  are 
as  follows :  Men  of  various  interests  touched ;  helpful  auxil- 
iaries to  other  Association  features ;  encouragement  of 
cooperative  effort;  development  of  leadership;  promotion 
of  good  fellowship;  opportunities  for  helpful  Christian 
influence. 

Local  conditions  will  determine  the  form  and  contents  of 
club  constitution,  by-laws,  reports  and  work. 


CLASS  WORK  61 

Cost  of  Public  Schools  in  United  States,  Per  Capita  of 
Population 


1870  11.26 

1876  1.91 

1880  1.66 

1886  1.96 

1890  2.SM 

1896  2.64 

1900  2.84 

1906  8.63 

1910  4.46 


8.     Class  Work 

Among  the  features  for  aiding  men  and  boys  education- 
ally, class  work  is  the  most  effective  school  phase  of  Asso- 
ciation service.  The  nature  of  this  work  is  so  varied,  its 
growth  so  rapid,  it  involves  so  many  divisions  each  with  its 
necessary  and  increasing  detail,  includes  such  important 
financial  as  well  as  industrial  and  commercial  interests,  that 
it  seems  best  to  give  this  subject  the  entire  following  chapter 
to  its  best  treatment. 

While  class  work  is  but  one  of  the  many  types  of  educa- 
tional activity  in  the  Association,  many  Association  officers 
and  members  Ifmit  the  usefulness  of  the  Association  edu- 
cationally by  regarding  class  work  in  a  few  subjects  as  all 
there  is  to  the  educational  department.  A  careful  reading 
of  this  book  will  show  the  growing  variety  of  efforts  which 
a  few  Associations  are  successfully  using  in  meeting  the 
educational  needs,  and  will  thus  aid  many  other  Associa- 
tions and  other  organizations  in  similar  altruistic  service. 


IV.     CLASS  WORK 

For  the  great  majority  of  males  employed  in  the  day  time, 
and  especially  for  those  14  to  30  years  of  age  and  over  who 
need  fundamental  and  elementary  subjects,  evening  class 
work  is  provided.  A  small  group  of  eight  or  ten  men  or 
boys  in  session  two  or  three  times  a  week  for  definite  study 
and  recitation  with  an  efficient  teacher  brings  best  results. 
Success  depends  on  the  student's  earnestness,  general  ability, 
patience  and  faithfulness  in  attendance;  on  the  ability  of 
the  teacher,  and  the  interest  that  he  may  develop  in  the 
student;  on  the  spirit  and  social  atmosphere  of  the  Asso- 
ciation; and  on  whether  the  student  receives  or  not  what 
he  needs. 

1.     Schedule 

In  a  successful  Association  it  is  necessary  to  have  a  defi- 
nite plan  for  everything  and  everything  in  its  proper  or 
related  time  and  place.  Such  plan  or  schedule  should  be 
determined  as  early  as  possible,  printed  in  the  prospectus 
and  otherwise  advertised  before  September  1.  Such 
schedule  should  also  be  printed  on  cards  or  small  circulars 
for  distribution  during  the  season,  and  occupy  a  large  and 
prominent  place  in  the  Association  lobby  on  a  large  bulletin 
board.  The  schedule  on  the  adjoining  page  is  practically 
the  one  in  operation  at  present  (1912)  in  a  city  of  100,000 
population  in  an  Association  of  3,200  members,  with  904 
students  in  class  work,  and  shows  the  boys'  educational 
features  cooperative  with,  but  in  separate  rooms  from,  those 
of  the  men.  For  the  second  hour  of  the  evening,  as  8.30  to 
9.30,  many  other  classes,  usually  advanced,  are  held  in  the 
same  rooms.  By  means  of  various  marks  the  schedule  also 
shows  the  general  use  of  class  rooms  for  a  large  and  varied 
day  work  among  boys  and  men. 


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64  ASSOCIATION  EDUCATIONAL  WORK 

2.    Divisions  of  Class  Work 

a.  Commercial  and  business 

Commercial  arithmetic,  mechanics'  business  arithmetic,  penman- 
ship, business  correspondence,  bookkeeping,  accountancy,  stenog- 
raphy, typewriting,  business  and  commercial  law,  commercial  geog- 
raphy, office  boys'  training,  business,  commerce  and  finance,  adver- 
tising, real  estate,  salesmanship,  care  of  buildings,  journalism,  com- 
mercial apprentice  schools,  store  schools,  day  schools. 

b.  Social  science 

History  of  the  United  States,  municipal  government,  economics,, 
ethics,  sociology,  civics. 

c.  Industrial  and  technical 

Freehand  drawing,  industrial  design,  clay  modeling,  architectural 
drawing,  plan  reading  and  estimating,  building  construction,  masonry 
construction,  structural  work  in  steel,  mechanical  drawing,  blue 
print  reading,  machine  design,  locomotive  and  car  design,  physics, 
elementary  electricity,  applied  electricity,  electric  wiring,  electric 
railways,  telegraphy,  telephony,  shop  mathematics,  applied  mechanics, 
strength  of  materials,  elementary  chemistry,  applied  chemistry,  me- 
tallurgy of  iron  and  steel,  mining  and  assaying,  pharmacy,  practical 
steam  engineering,  marine  engineering,  locomotive  engineering,  sta- 
tionary steam  engineering  or  engineers'  license,  boiler  firing,  ship 
drafting,  navigation,  surveying,  "municipal  engineering,  railroad  engi- 
neering, first  aid  to  the  injured,  personal  hygiene,  public  health  or 
community  hygiene,  textiles,  shop  work  or  manual  training,  arts 
and  crafts,  automobile  work,  window  trimming,  sign  painting,  sign 
lettering  and  show  card  writing,  art  in  house  furnishing  and  decor- 
ating, seamanship,  motor  boating,  fire  protection,  printing,  industrial 
apprentice  schools,  day  technical  schools. 

d.  Machine  and  building  trades 

Carpentry  and  building,  pattern  making,  foundry  work,  forging, 
tool  making,  machine  shop  practice,  sheet  metal  work,  boiler  making, 
metal  roofing,  tinsmithing,  plumbing,  heating  and  ventilation,  steam 
and  hot  water  fitting,  bricklaying,  plastering,  house  painting,  fresco 
painting,  apprentice  schools  for  machine  and  building  trades,  day 
work. 


No.  a    Bovs  Drop  Out  of  School— Of  One  Hundred  Boys  in  First  Grade 
There  Were  Seventeen  Bovs  in  Eighth  Grade 

In  many  other  cities  this  proportionate  number  is  from  twenty  to  thirty.    The  Sage 
Foundation  report  for  selected  cities  is  twenty-seven 


Wireless  Telegraphy- Everett,  Wash 


DIVISIONS  OF  CLASS  WORK  65 

e.  Language  and  academic 

Business  English,  English  composition  and  rhetoric,  literature, 
English  for  Coming  Americans,  German,  French,  Latin,  Spanish, 
algebra,  plane  geometry,  trigonometry,  physical  geography,  public 
speaking  and  elocution,  reading  course,  elements  of  music 

f.  Agricultural  and  rural  science 

Forestry,  soils,  field  crops,  grain  grading  and  judging,  rural  econ- 
omy and  farm  management,  insects,  pests  and  plant  diseases,  animal 
husbandry,  poultry  husbandry,  dairy  husbandry,  rural  engineering, 
agricultural  clubs  for  boys,  educational  work  in  camps. 

g.  Special  railroad 

Subjects  for  enginemen,  trainmen,  office  men,  subsidiary  company 
employees;  also  for  those  in  air  brake,  transportation  of  explosives, 
administration,  freight  rates,  combination  of  fuel,  and  many  others. 
Railroad  apprentice  schools. 

While  the  majority  of  these  subjects  will  be  treated  as 
regular  class  and  recitation  courses,  yet  an  increasing  num- 
ber of  the  more  advanced  courses  and  those  for  mature  and 
experienced  men  in  vocational  training  and  semi-profes- 
sional subjects,  may  be  treated  as  a  series  of  class  lectures 
with  quizzes,  demonstrations  and  reading.    See  pages  29,  52. 

h.    Subjects  pursued  in  class  work 


1898 

1902 

1911 

Business  and  commercial 

60% 

49% 

38% 

Social  science 

2% 

2% 

2% 

Industrial  and  science  . 

8% 

17% 

21% 

Building  trades     . 

4% 

5% 

6% 

Language  and  academic 

26% 

27% 

33% 

100% 

100% 

100% 

Total  students 

.     12,500 

28,750 

61.850 

From  the  table  it  will  be  seen  that  while  60  per  cent  of 
the  12,500  students,  or  7,500  in  1893,  were  pursuing  busi- 
ness and  commercial  subjects,  38  per  cent  of  61,850  students, 


66 


ASSOCIATION  EDUCATIONAL  WORK 


or  23,503,  pursued  similar  subjects  in  1911.  In  other  words 
for  a  clear  understanding  of  the  table  one  must  relate  the 
per  cent  in  each  case  to  the  number  of  students  for  the  year. 
While  the  business  and  commercial  percentages  have  grown 
less  and  less,  yet  the  total  number  of  students  in  those  sub- 
jects has  been  steadily  increasing. 


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Of  the  62,000  students  in  class  work  (1911)  about  3,000  are  Railroad  men, 
1,000  Rural,  1,100  Army  and  Navy,  900  Colored,  10,000  City  boys  14  to  18, 
and  the  remainder  of  46,000  are  City  men. 


3.    Terms 

The  Association  educational  year  corresponds  with  that 
of  public  schools,  institutes  and  colleges,  or  from  July  1 
around  to  July  1.  The  more  active  work  runs  from  about 
October  1  to  April  1,  while  a  spring  term  from  April  to 
June  is  now  conducted  successfully  in  a  large  and  increas- 


CLASS  WORK— TERMS  AND  ADMISSION  67 

ing  number  of  Associations;  also  summer  terms  and  boys' 
summer  schools  from  July  to  September  are  operated  at 
sixty  or  more  points.  While  the  season's  work  in  a  majority 
of  subjects  covers  about  six  months,  yet  in  an  increasing 
number  of  larger  Associations,  and  in  places  with  educa- 
tional secretaries,  it  is  found  convenient  to  arrange  for  a 
few  short  subjects  in  the  fall  term,  as  from  October  1  to 
December  20,  and  plan  for  their  repetition  or  add  other 
subjects  for  a  new  constituency  of  men  during  the  winter 
term,  January  1  to  April  1.  In  such  places  the  three  months' 
term  is  being  considered  the  time  unit  for  class  work.  The 
fall  and  winter  terms  usually  run  about  twelve  weeks  each, 
while  the  spring  and  summer  terms  run  about  ten  weeks 
each.  The  annual  report  for  the  summer  term  in  any  year 
will  be  made  in  May  of  the  following  year  even  though  a 
few  of  the  less  important  facts  of  such  report  have  to  be 
estimated. 

The  advertising  concerning  dates,  length  of  terms,  tuition 
fees,  place  of  meeting,  names  of  teachers  or  leaders  should 
be  clear  and  well  understood. 

4.     Admission 

Each  person  desiring  to  take  advantage  of  educational 
privileges  will  first  confer  with  the  educational  secretary,  or 
other  proper  Association  officer,  counsel  concerning  what 
subjects  and  features  it  may  be  wise  for  him  to  take  up, 
fill  out  his  application  blank  and  pay  the  regulation  fees 
for  the  work  selected.  When  conducted  in  the  Association 
building  such  charges  usually  require  a  membership  fee  of 
from  one  dollar  and  up  for  boys,  and  two  dollars  and  up 
for  men,  in  addition  to  the  tuition  fees  for  the  various  edu- 
cational privileges  desired.  Such  total  amount  of  payment, 
however,  should  be  treated  as  a  single  item  to  avoid  a 
troublesome  confusion  over  numerous  fees.  For  example, 
it  is  better  to  say  that  it  will  cost  $9  for  a  man  to  take  busi- 


68  ASSOCIATION  EDUCATIONAL  WORK 

ness  English  and  shop  mathematics  for  six  months,  and 
while  he  does  so  he  is  a  member  of  the  Association ;  than  to 
ask  him  to  pay  $2  limited  membership  fee,  a  $4  tuition  fee 
for  mathematics,  and  $3  more  of  tuition  fees  for  English. 

As  a  rule  it  is  desirable  that  the  regular  membership  fees 
for  persons  seeking  educational  privileges  should  be  not 
more  than  the  so-called  limited  membership  fee  of  $2  or  $3 
or  its  equivalent  in  a  generally  accepted  foundation  member- 
ship fee  in  all  Associations.  Experience  shows  that  the 
best  results  are  realized  from  treating  the  entire  matter  on 
a  simple  a  la  carte  plan — pay  for  what  you  select.  To  en- 
courage students  to  make  the  most  of  Association  privileges, 
to  continue  their  courses  as  long  as  possible,  and  at  the 
same  time  to  make  it  equally  valuable  and  attractive  for 
them  to  take  advantage  of  such  privileges  for  any  three 
months,  or  even  for  but  one  month,  the  most  successful 
practice  indicates  one  amount  for  such  privileges  for  the 
year,  and  proportionally  larger  amounts  by  the  term  or  by 
the  month.  For  example,  if  the  tuition  for  business  English 
is  $4  per  term,  the  rates  are  usually  $7  for  two  terms,  or 
$9  for  the  year.  If  students  are  unable  to  pay  the  entire 
amount  at  once  local  arrangements  are  made  for  payments 
to  be  made  in  thirty  or  sixty  days.  It  is  of  course  under- 
stood that  the  Association  reserves  the  right  to  change  the 
schedule  of  any  class  or  discontinue  the  same  when  condi- 
tions make  ft  necessary;  also  to  suspend  or  even  expel  a 
student  for  gross  violation  of  proper  conduct.  In  any  such 
cases  no  refund  of  tuition  fees  will  necessarily  be  made. 

The  card  catalog  system  of  filing  applications  and  enrol- 
ments in  the  various  educational  features  is  in  common  use. 
The  information  desired  varies  with  the  place,  but  gener- 
ally includes  the  date,  name,  residence,  occupation  and  busi- 
ness address,  age,  nationality.  Association  membership, 
tuition  fee  paid,  the  different  subjects  of  class  work  entered, 
and  so  on.     See  enrolment  card,  page  150.     Secretaries  will 


TUITION  FEES  » 

gladly  profit  by  the  various  kinds  of  cards  and  systems  used 
in  different  Associations. 

5.    Tuition  Fees 

With  the  development  of  educational  work  in  variety  and 
quality,  there  has  been  a  rapid  total  increase  in  tuition  fees 
paid,  from  nothing  in  1892  to  $48,000  in  1901  and  $528,000 
in  1911.  This  increase  has  influenced  some  Associations 
to  charge  rather  larger  fees  in  some  subjects  than  the  best 
interests  of  the  work  would  seem  to  warrant. 

a.    The  principle 

The  Association  is  not  run  for  money  but  for  men;  not 
for  commercial  purposes  but  for  altruistic  manhood  build- 
ing. To  enable  each  man  to  understand  something  of  the 
value  of  such  work,  and  to  form  an  element  in  the  best 
training  of  appreciation,  discipline  and  character,  experience 
proves  the  wisdom  of  charging  appropriate  but  relatively 
small  fees.  A  person  appreciates  a  thing  in  proportion  to 
the  sacrifice  made  for  it  or  investment  in  it. 

The  membership  fees  in  addition  to  the  tuition  fees  paid 
by  the  men  seeking  educational  privileges — and  ranging 
from  $2  to  $5  or  more  per  man — are  relatively  set  over 
against  the  house  charges  of  light,  heat  and  a  portion  of  the 
general  expenses.  The  simple  tuition  fees  as  a  whole  in 
any  Association  should  approximate — not  be  more  than — 
the  expense  of  teachers'  salaries  plus  educational  adver- 
tising. Much  of  such  work  in  every  Association  must  con- 
tinually be  conducted  at  a  financial  deficit,  but  the  Asso- 
ciation declining  to  conduct  such  work  on  account  of  a 
probable  deficit  records  itself  as  a  commercialized  and  non- 
missionary  or  un-Christian  organization.  Associations  able 
to  conduct  courses  among  mature  and  well-to-do  men  able 
to  pay  $50,  $75  or  $100  or  more  for  a  course  and  thus 
secure  a  little  surplus  for  such  work,  instead  of  cutting  off 


70  ASSOCIATION  EDUCATIONAL  WORK 

the  non-paying  efforts  and  classes,  should  turn  such  surplus 
over  to  meet  the  deficit  and  extend  the  practical  usefulness 
of  such  missionary  educational  effort,  either  in  the  building 
or  outside  of  it.  Only  in  this  way  can  we  begin  to  practice 
the  spirit  of  Christ  and  of  helpfulness  to  men. 

Receipts  from  Students'  Tuition  Fees 
Young  Men's  Christian  Associations 
1890  $         00 
1893        2,000  ■ 
1895       6,000  ■ 
1898      24,000  Hi 

1900    38,000  warn 

1903    84,455  wmtmmt^ 

1906  206,103  ^mmmmm^^^mmi^m^m 

1909  355,595  ^Kmmmm^mma^^^a^a^mm^^^mM 

1911  528,206  ^amm^mma^^i^^^am^tmmmmm^^mmK^^mmma^^m 

b.    OiHcial  resolution 

The  following  resolution  was  unanimously  passed  at  the 
annual  meeting  of  the  Educational  Secretaries'  Association 
in  1911 : 

"Whereas  the  Association  of  Educational  Secretaries 
recognizes  the  existence  of  at  least  three  kinds  of  students : 

"(1)  Boys,  foreign-born,  and  other  young  men  who  can- 
not afford  to  pay  an  amount  equal  to  the  cost  of  instruction 
in  the  common  branches  of  'the  three  R's.' 

"(2)  Young  men  and  boys  who  can  afford,  and  who  pre- 
fer to  pay  an  amount  equal  to  the  teacher's  salary,  for  in- 
struction in  such  classes  as  bookkeeping,  drafting,  mathe- 
matics and  sciences. 

"(3)  Men  with  sufficient  means  to  pay  more  than  the 
cost  of  instruction,  advertising  and  supervision  in  special 
courses,  such  as  salesmanship,  automobiling,  accountancy 
and  the  like. 


TUITION  FEES  71 

"Therefore  be  it  resolved  that  it  shall  be  our  policy  in 
determining  fees  to  keep  these  divisions  in  mind  and  to 
adjust  tuition  fees  accordingly,  especially  recognizing  the 
importance  of  conducting  work  for  the  first  division  and 
using  whatever  surplus  is  secured  from  the  third  division 
to  go  toward  the  deficit  incurred  on  the  first  division  of 
students.  It  will,  however,  be  unwise  in  most  cases  to  expect 
educational  departments  serving  only  the  first  and  second 
divisions  of  students  to  cover  more  than  teachers'  salaries 
from  tuition  fees." 

c.    Size  and  variety  of  fees 

Experience  shows  that  for  work  in  the  building  in  ele- 
mentary subjects  the  fees  range  from  $2  to  $5  per  term  of 
three  months,  two  sessions  per  week ;  in  industrial  and  tech- 
nical subjects,  from  $3  to  $10  for  the  same  time;  in  lan- 
guage and  academic  subjects,  from  $2  to  $10,  depending 
upon  the  nature  and  character  of  instruction,  as  elementary 
or  advanced.  In  no  two  cities  are  customs  and  practices 
concerning  such  matters  the  same.  All  schedules  of  fees, 
for  successful  results,  are  most  closely  related  to  local  con- 
ditions. The  following  grouping,  out  of  the  experience  of 
several  Associations,  seems  to  be  practical  and  suggestive: 

(1)  For  students  in  grammar  school  grades — three  R's, 
including  the  employed  boys'  school,  English  for  foreigners 
and  elementary  arithmetic,  penmanship  and  business  Eng- 
lish— the  students  should  only  be  required  to  pay  what  they 
can.  The  amount,  however,  should  be  predetermined  and 
published  with  other  matter  relating  to  the  course. 

(2)  For  students  in  high  school  grades — the  various 
kinds  of  drawing,  mathematics,  sciences,  stenography  and 
typewriting,  bookkeeping,  languages  and  other  academic 
subjects — students  should  pay  sufficient  tuition  fees  to  meet 
instructors'  salaries. 


72  ASSOCIATION  EDUCATIONAL  WORK 

(3)  For  students  in  technical  school  grades — semi-profes- 
sional and  more  advanced  work,  as  salesmanship,  advertis- 
ing, automobiling,  applied  sciences,  advanced  electricity, 
surveying,  insurance,  real  estate,  plan  reading  and  esti- 
mating, and  so  on — sufficient  tuition  fees  should  be  paid  to 
care  for  advertising,  salaries  of  instructors  and  leaders,  and 
also  a  portion  of  the  cost  of  supervision. 


ML^KIES^^  Y®8IPJ©  MEM 


55^" 


This  diagram  is  the  result  of  a  careful  investigation,  credited  to  Mr.  Edward 
Bok  when  editor  of  the  Ladies'  Home  Journal.  It  shows  that  more  than 
one-half  of  the  young  men  in  commercial  and  business  pursuits  are  receiving 
about  $600  per  year,  while  only  5  per  cent  receive  $2,000  or  more  per  year. 
As  a  rule  it  is  found  that  with  the  $600  men  there  are  three  times  as  many 
applicants  as  there  are  positions  to  fill,  while  with  the  $2,000  men  there  are 
not  enough  trained  and  educated  men  to  fill  the  positions  seeking  such  men. 
It  is  also  found  that  the  educational  training  and  equipment  of  the  men 
applying  for  the  $600  positions  are  very  meager.  As  a  rule  they  have  not 
had  more  than  from  five  to  seven  years  of  elementary  public  school  training. 
With  from  two  to  five  years'  additional  industrial  or  vocational  training  these 
$600  men  would  be  increased  in  their  wage-earning  capacity  from  $600  to 
$1,000,  $1,500  or  $2,000,  ability  depending  upon  their  own  personalities  and 
circumstances. 


No.  4.    Bovs  Droi'  Out  of  School— Of  One  Hundred  Bovs  in  First  Grade 
There  Were  Three  High  School  Graduates  Twelve  Years  Later 

The  Sage  Foundation  reports  five  as  the  correspond injs:  number  of  High  School 
boys  for  each  one  hundred  in  the  First  grade,  for  cities  with  High  Schools 


Sections  of  Day  School— Cleveland,  O. 


cc      c   c 


CLASS  WORK— SESSIONS  73 

6.     Class  Sessions 

Plan  to  begin  active  work  as  early  as  possible  in  the  sea- 
son and  continue  as  long  as  practicable.  If  a  summer  term 
or  a  boys'  summer  school  has  been  conducted,  it  will  be 
easy  to  begin  the  fall  term  some  time  in  September.  If 
summer  privileges  have  not  been  offered,  the  fall  term  may 
not  begin  till  October  1  or  even  later. 

a.  All-round  work 

Increasing  emphasis  is  being  placed  on  discovering  the 
physical,  social  and  religious  needs  of  each  person  in  the 
educational  department,  and  helping  him  meet  such  needs. 
It  is  certain  that  many  persons  taking  four  or  five  nights 
in  class  work  would  be  far  better  served  if  they  spent  but 
two  evenings  in  educational  effort,  two  evenings  in  the 
gymnasium  and  an  additional  evening  in  a  Bible  class,  or 
club  or  both. 

b.  Sessions  per  week 

Before  1890  the  average  evening  class  session  was  one  a 
week,  in  the  next  decade  is  was  nearly  two,  and  in  the  last 
decade  it  has  been  about  two  and  one  half  sessions  a  week 
per  subject  per  person.  A  student,  as  a  rule,  should  be  dis- 
couraged from  spending  more  than  four  evenings  per  week 
in  educational  work,  or  from  taking  more  than  two  subjects 
where  each  meets  at  least  twice  a  week.  In  a  number  of 
Associations  it  seems  desirable  to  meet  certain  conditions, 
so  that  special  emphasis  is  given  one  or  more  subjects ;  hence 
we  see  three,  four  or  five  sessions  in  such  subjects  for  the 
same  group  of  men  held  each  week ;  but  this  is  unusual  and 
such  students  should  not  take  more  than  one  subject. 

c.  Hours 

The  class  hours  vary  with  local  circumstances,  but  for 
evening  work  are  usually  from  7.30  to  9.30  or  10  p.m.    This 


74  ASSOCIA  TION  ED UCA  TIONAL  WORK 

period  is  usually  divided  into  two  parts,  when  a  change  of 
classes  is  made  so  that  a  student  would  be  able  to  attend 
one  class  from  7.30  to  8.30  and  another  from  8.30  to  9.30 
p.m.  In  all  such  subjects  as  drawing,  design,  laboratory 
and  shop  work,  bookkeeping  and  similar  courses  requiring 
much  hand  work  with  tools,  papers  and  other  material,  the 
entire  evening  of  two  hours  should  be  given  to  a  single 
recitation.  It  is,  however,  desirable  to  plan  the  two-hour 
subjects  so  that  they  will  not  interfere  with  the  single-hour 
subjects. 

In  many  large  Associations  numerous  educational  privi- 
leges including  talks  and  class  instruction  are  held  in  the 
late  afternoon,  especially  for  boys  between  fourteen  and 
eighteen  years  of  age.  This  enables  a  number  of  physically 
strong  boys  who  wish  to  utilize  these  hours  to  their  advan- 
tage a  rare  opportunity. 

Gradually  much  of  such  work  will  be  done  not  only  in 
the  Association  building,  but  at  other  convenient  centers, 
or  at  places  of  employment  for  such  men  and  boys ;  and  not 
only  in  the  late  afternoon  hours  but  perhaps  even  more 
generally  in  the  early  morning  hours  between  7  and  9  a.m. 
This  is  already  the  case  in  a  number  of  continuation  and 
apprentice  schools  under  Association  auspices.  Many  city 
Associations  may  well  conduct  such  appropriate  educational 
facilities  in  the  early  morning  hours  in  connection  with 
stores,  offices,  and  other  places  employing  boys. 

d.    Expansion  of  program 

With  the  growth  of  the  work  and  the  congestion  of  such 
facilities  in  the  evening,  it  is  found  necessary  in  many  places 
to  begin  a  number  of  classes  at  5  p.m.  and  others  at  6  p.m. 
to  accommodate  men  from  offices  and  shops  with  such  edu- 
cational facilities  as  they  desire,  even  before  their  supper 
hour.  Many  students  now  take  their  educational  sessions 
between  5  and  7  p.m.,  before  going  home.    In  a  large  number 


CLASS  WORK— SCHEDULE 


75 


of  places  thousands  of  men  and  boys  go  direct  from  their 
places  of  employment  to  the  Association  building,  where 
they  secure  an  inexpensive  lunch  or  supper  at  6  o'clock  and 
begin  their  class  work  at  6.30,  thus  finishing  by  8  or  8.30 
p.m. 

Arrangement  of  Subjects,  Hours  and  Finances. 


Subject 

g 

§ 
06 

Evenings 

Hours 

h-5 

6« 

03 

1 

§2 

'u 
Sv 

Arithmetic 

Bus.  English..., 
Mech.  Drawing. 
Bookkeeping.... 
Penmanship .... 

Bus.  Law 

Electricity 

Chemistry 

A 
A 
A 
B 
B 
B 
A 
A 

Monday  and 

Thursday 
Monday  and 

Thursday 
Tuesday  and 

Friday 
Tuesday  and 

Friday 

Tuesday 

Friday 

Wednesday 

Wednesday 

7.30-8.30 
8.30-9.30 
7.8O-9.80 
8.00-9.30 
7.80-8.00 
7.80-8.00 
7.30-8.30 
8.30-9.30 

$3.00 
3.00 
6.00 
5.00 
1.00 
1.00 
5.00 
5.00 

14 
15 
10 
10 
14 
9 
9 
12 

$42.00 
45.00 
50.00 
50.00 
14.00 
9.00 
45.00 
60.00 

!•$  60.00 
$72.00 

$  72.00 
U  48.00 

A.  Putnam 

B.  Smith 

C. Jones 
D.  Brown 

Advertising 

Total 

$315.00 

$70.00 
$322.00 

e.    Simple  schedule 

To  aid  hundreds  of  Associations  in  small  cities  and  towns 
the  following  suggested  program  or  arrangement  of  sub- 
jects, rooms,  expenses  and  so  on,  based  on  actual  expe- 
rience is  given  in  the  adjoining  table.  It  assumes  two  small 
rooms  available ;  one  night  left  open  for  lectures,  talks  and 
other  features;  four  teachers;  about  $70  spent  during  the 
year  for  advertising;  the  largest  class  having  only  15  stu- 
dents, and  51  different  men  in  all ;  with  a  total  class  enrol- 
ment of  93.  It  will  be  noted  that  if  properly  developed  this 
plan  can  be  conducted  with  no  more  expense  than  is  covered 
by  the  students'  reasonable  tuition  fees.  When  properly 
advertised  and  promoted  it  is  found  that  about  one  third 


76  ASSOCIATION  EDUCATIONAL  WORK 

of  the  total  students  for  the  year  will  enter  at  the  first  ses- 
sion and  about  two  thirds  will  have  entered  by  the  end  of 
the  second  week. 

7.     Suggested  Class  Rules 

While  in  the  best  Associations  a  formal  rule  is  prac- 
tically unknown,  yet  experience  proves  that  certain  sugges- 
tions have  led  unconsciously  to  better  results.  The  students 
should  be  led  to  understand  and  appreciate  the  following: 

(1)  Regular  and  punctual  attendance  is  expected. 

(2)  Three  unexcused  absences  will  forfeit  a  student's 
place  in  the  class.  Three  times  tardy  without  excuse  will 
count  one  absence.  For  unexcused  breaches  of  conduct 
a  student  may  be  suspended  or  referred  to  the  committee. 

(3)  After  the  fifth  lesson  students  are  not  received 
without  special  examination. 

8.     Courses  of  Study 

a.    Group  courses 

Courses  of  study  involving  many  related  subjects  and 
aiming  at  vocational  fitness  for  either  boys  or  men,  are 
steadily  on  the  increase  and  to  be  strongly  recommended. 
To  this  end  the  following  group  courses  taken  from  "Out- 
lines of  Courses  of  Study,"  with  their  adaptations  are  being 
increasingly  used: 

(1)  Commercial  Course.  First  year.  Elementary  business  Eng- 
lish, commercial  arithmetic,  penmanship,  spelling,  business  corre- 
spondence. Second  year.  Business  English,  advanced  arithmetic, 
bookkeeping,  commercial  geography.  Third  year.  Bookkeeping, 
English,  business  law,  office  methods.  Fourth  year.  Accountancy, 
office  practice,  commerce  and  finance. 

(2)  Shorthand  Course.  First  year.  Elementary  business  Eng- 
lish, commercial  arithmetic,  penmanship,  spelling,  business  corre- 
spondence. Second  year.  Business  English,  stenography,  business 
correspondence,  office  methods,  commercial  geography.  Third  year. 
Stenography,  typewriting,  English,  office  methods  and  practice. 


COURSES  OF  STUDY  77 

(3)  Practical  Mechanics.  First  year.  Elementary  business  Eng- 
lish, mechanics'  business  arithmetic,  mechanical  drawing.  Second 
year.  Business  English,  mechanical  drawing,  mechanics'  arithmetic, 
laboratory  work,  elementary  physics.  Third  year.  Shop  mathe- 
matics, machine  drawing,  shop  work,  elementary  chemistry.  Fourth 
year.  Design,  applied  mechanics,  applied  electricity,  chemistry,  shop 
work. 

(4)  Electrical  Course.  First  year.  Elementary  business  English, 
mechanics'  business  arithmetic,  mechanical  drawing,  elementary 
physics.  Second  year.  Business  English,  electricity,  laboratory 
work,  algebra,  physics.  Third  year.  Applied  electricity,  advanced 
algebra,  elementary  geometry,  shop  work,  chemistry.  Fourth  year. 
Applied  electricity,  shop  work,  shop  mathematics,  design. 

(5)  Plumbing.  First  year.  Business  English,  arithmetic,  drawing, 
shop  work.  Second  year.  Shop  work,  drawing,  mechanics'  business 
arithmetic,  physics,  chemistry.  Third  year.  Shop  work,  drawing 
and  shop  methods,  sanitation  and  ventilation,  building  laws  of  the 
city,  rules  of  board  of  health. 

(6)  Boys'  Group  Courses,  Grade  I.  Arithmetic,  English  and  busi- 
ness correspondence,  geography,  history,  civics  and  government, 
hygiene.  Grade  II.  Arithmetic,  English  and  business  correspond- 
ence, geography,  history,  civics  and  government,  experimental 
science. 

Per  Cent  of  Association  Members  in  Educational  Class  Work 
Among  Various  Groups  of  Men  and  Boys — 1911 

1.  Many  single  Associations,  tinder    8.  96  ^ 

2.  Railroad 3.7%  ■■ 

8.  Colored.  5.49;.  ■■■ 

4.  Rural 10.4% 

6.  Army  and  Navy 12.7% 

0.  All  Associations  in  No.  America.  14.  % 

7.  City 16.4% 

8.  A  few  single  Associations,  over  50.  %  utma^^^mm^^mmmmm^^^^^ 

b.    Subject  courses 

For  the  great  majority  of  students  single  subject  courses 
as  in  arithmetic,  in  mechanical  drawing,  or  in  simple  elec- 
tricity are  desired,  and  the  student  usually  elects  one  or 


78  ASSOCIATION  EDUCATIONAL  WORK 

two  of  the  120  different  subject  courses  now  offered  in  the 
Associations  as  a  whole,  according  as  he  has  time  and 
abihty.  Much  importance  attaches  to  the  student's  choice 
of  a  subject.  The  committee,  educational  secretary  and 
teachers  will  be  ready  at  all  times  to  give  helpful  advice.  If 
there  is  a  definite  aim  on  the  part  of  the  student  for  his  life 
work  it  will  not  be  difficult  to  select  subjects  that  will  secure 
practical  results.  The  occasional  addition  of  a  new  subject 
will  be  helpful.  Especially  should  there  be  an  effort  to 
discover  local  need  for  one  or  two  new  subjects  each  term, 
subjects  in  which  there  is  no  help  offered  elsewhere  in  the 
community.  This  was  always  the  case  with  Associations 
first  starting  schools  for  automobiling,  salesmanship,  poul- 
try raising,  eugenics,  credit  men,  and  twenty  other  subjects. 

(1)  Results  of  experience.  In  each  of  the  subjects  for 
class  work  as  well  as  the  group  courses,  the  publication, 
"Outlines  of  Courses  of  Study,"  published  by  the  Inter- 
national Committee,  gives  brief  outlines  secured  from  the 
most  successful  experience  in  the  best  evening  schools,  insti- 
tutes and  other  facilities  successfully  helping  large  numbers 
of  employed  boys  and  men.  In  this  work  the  committee 
with  the  service  of  the  International  examiners  made  great 
effort  through  the  cooperation  of  twenty  or  more  educators 
of  the  country,  among  employed  boys  and  men,  to  make 
the  results  so  valuable  and  practical  that  no  educational 
secretary,  teacher  or  Association  officer  can  expect  to  do 
his  best  work  without  becoming  familiar  with  the  material 
of  this  book.  It  is  very  highly  regarded  by  many  educators 
outside  of  the  Association  movement. 

(2)  Aid  local  teachers.  The  purpose  of  these  outlined 
courses  is  to  aid  local  Associations  in  deciding  upon  and 
laying  out  their  own  courses  for  both  boys  and  men,  to 
help  them  improve  the  character  and  quality  of  their  work 
and  thus  strengthen  it  as  a  whole.  In  each  course  outlined, 
and  to   facilitate  the  plans  and  work  of   secretaries  and 


COURSES  OF  STUDY  79 

teachers,  there  is  first  given  a  list  of  the  kinds  of  men  or 
occupations  to  which  the  course  is  more  especially  appli- 
cable. This  statement  is  also  followed  by  another  concern- 
ing the  desired  preparation  on  the  part  of  the  student  before 
he  can  most  wisely  cover  the  suggested  outline. 

(3)  Some  necessary  cautions.  Special  emphasis  should 
be  laid  upon  a  sequence  of  subjects,  as  arithmetic  before 
bookkeeping,  algebra,  physics  or  electricity;  English  before 
shorthand,  bookkeeping  and  industrial  subjects.  For  their 
own  best  good  students  should  not  be  permitted  to  enter 
any  course  unless  they  can  show  that  they  have  covered 
the  preparatory  work  and  can  pursue  the  course  with  profit. 
In  the  great  majority  of  outlines  the  course  is  divided  into 
an  elementary  course  for  one  season,  and  an  advanced 
course  for  the  second  season. 

(4)  Brief  outlines.  The  brevity  of  the  outline  is  for  a 
purpose.  There  are  many  excellent  courses  in  each  subject 
that  may  be  pursued  with  equally  satisfactory  results,  yet 
in  all  of  them  the  essential  principles  are  the  same;  hence 
the  policy  for  best  results  to  all,  must  allow  all  possible 
freedom  for  two  of  the  necessary  conditions  of  success, 
namely,  the  specialization  for  local  needs  and  the  essential 
scope  of  the  personal  initiative  or  individuality  of  the  local 
teacher.  A  further  extension  of  the  International  courses 
in  detail  would  be  at  the  expense  of  these  two  conditions. 
In  preparation  of  work  for  home  study  the  situation  would 
be  different.  Each  teacher,  however,  is  encouraged  to 
extend  the  brief  outlines  suggested  and  adapt  them  to  best 
meet  local  needs. 

(5)  Length  of  courses.  To  meet  the  demands  for  better 
trained  men,  Associations  are  extending  many  courses  from 
fifty  to  one  hundred  per  cent.  The  average  student  ranges 
from  14  to  26  years  of  age,  is  employed,  knows  the  worth 
of  a  dollar,  usually  does  his  own  thinking,  and  means  busi- 
ness.   As  such  he  can  creditably  cover  in  two  years  of  three 


80 


ASSOCIATION  EDUCATIONAL  WORK 


nights  per  week  what  the  ordinary  day  student  who  is  six 
or  eight  years  younger,  covers  in  one  school  year  of  six 
hours  per  day.  The  word  "season"  impHes  at  least  six 
months,  two  evenings  per  week,  when  referring  to  Asso- 
ciation courses  of  study.  While  some  students  may  cover 
a  course  in  one  season  others,  because  of  different  abilities 
and  training,  may  require  two  or  three  seasons.  Experience 
shows  that  it  is  not  the  length  of  the  course  that  counts,  hut 
the  nature  and  quality  of  the  work  done.  Associations  do 
not  agree  to  fit  men  for  positions  or  to  pass  them  through 
any  course  in  a  certain  time,  but  rather  to  offer  opportuni- 
ties for  their  training. 


12,500 


10,000 


7,500 


5,000 


2,500 


Ages  of  Students 

in  Association  Educational  Classes 

1911 


Note  there  are  5.3  times  as  many  males  over 
18  in  this  Supplementary  Educational 
class  work  as  there  are  under  18  years  of 
age. 


Note   there  are  as  many  men  over  31  as 
there  are  boys  under  18. 


There  are  1,000  more  students  over  46  than 

all  the  boys  12  to  14. 
The  average  age  of  all  Association  students 

is  23  years,  and  increasing. 


Adult  vocational  training  in  ever  increas- 
ing variety  of  subjects  is  one  present 
need. 


12  15  18  21  24  27  31  36  46 

Ages   to  to  to  to  to  to  to  to  to 

14  17  20  23  26  30  35  45  60 


Hoys  Uroi'  Out  of  School- Folk  Fifths  of  thk  Boys  I^kax  e  Schooi. 
Before  the  End  of  the  Grammar  (Jrades,  to  Go  to 
Work  in  Shops  and  Factories 


Business  English— Paterson,  N.  J. 


Carpentry,  Boys'  Club— New  Haven,  Conn. 


SPECIAL  COURSES  81 

9.    Special  Courses  or  Schools 

The  uniqueness  of  the  movement  is  shown  nowhere  to 
better  advantage  than  in  the  successful  way  many  Asso- 
ciations have  met  new  educational  needs  of  the  day  caused 
by  the  ever  increasing  vocational  demands  of  the  times. 

With  its  purpose  to  help  men  and  boys,  with  its  freedom 
from  the  ill  effects  of  too  much  system  and  tradition,  often 
inspired  to  do  something  different  from  any  other  insti- 
tution in  the  line  of  meeting  new  needs — the  Association 
has  thus  pioneered  many  new  special  schools  or  courses. 
For  example,  the  first  auto  school  in  America  was  born  in 
the  Association  at  Boston  in  1900. 

From  experience  in  these  special  schools  the  following 
suggestions  as  to  the  organization  and  conduct  of  such  a 
feature  will  be  appreciated: 

a.  Discover  the  need 

The  first  step  is  to  find  out  what  need  there  may  be  for 
such  a  feature  as  an  auto  course.  Many  personal  inter- 
views of  leading  auto  men,  of  owners  of  machines  and  of 
chauffeurs,  to  discover  whether  there  is  a  need.  If  there 
is  a  real  need  for  such  facilities,  but  as  yet  not  appreciated, 
then  steps  are  taken  to  create  an  interest  and  an  apprecia- 
tion of  such  need. 

If  such  course  is  needed  then  an  advisory  committee  of 
three  to  five  prominent  men  who  are  sufficiently  interested 
to  back  it  and  practically  underwrite  its  budget  is  secured. 
Often  six  months  or  a  year  may  be  required  for  the  neces- 
sary preliminaries.  The  success  or  failure  of  the  venture 
often  depends  on  this  foundation. 

b.  Secure  an  adequate  leader  or  teacher 

This  is  vital.  The  advisory  committee  together  with  the 
proper  Association  officers  unite  on  such  an  experienced, 
tactful  leader,  determine  his  salary  and  employ  him  for  full 


82  ASSOCIATION  EDUCATIONAL  WORK 

time.  With  him  in  charge  of  details,  the  course  is  mapped 
out,  equipment  secured  either  from  loan,  gift  or  purchase, 
adequate  space  on  ground  floor,  as  a  garage,  obtained,  and 
advertising  commenced. 

c.    Promote  it 

Its  promotion,  advertising  and  development  will  depend 
on  the  amount  of  interest  and  conviction  shown,  the  kind 
and  quality  of  work  done  and  service  rendered  the  students, 
and  the  measure  of  the  Association's  vision  of  its  oppor- 
tunity and  responsibility.  Any  such  course  whether  held 
in  or  outside  the  building  should  be  under  Association 
auspices,  controlled,  administered  and  supervised  by  it 
through  the  educational  secretary,  the  same  as  with  a  class 
in  bookkeeping  or  a  course  in  electricity.  This  kind  of 
pioneer  service  of  the  Association  in  its  many  new  lines  of 
effort  is  much  appreciated  by  thoughtful  citizens. 

10.    Text  Books 

The  movement  being  of  wide  area  and  involving  all 
methods  of  teaching,  several  text  books  are  suggested  in 
each  subject  in  "Outlines  of  Courses  of  Study."  These  are 
the  ones  found  in  the  widest  and  most  successful  use  in  the 
various  evening  schools.  The  educational  or  general  secre- 
tary in  cooperation  with  the  teacher,  should  select  the  text 
book,  where  one  is  used,  in  which  the  best  results  can  be 
accomplished  whether  such  book  happens  to  be  mentioned  in 
the  list  or  not.  No  single  book  should  be  slavishly  followed. 
Further  aids  will  be  found  in  the  use  of  International  exami- 
nation questions  from  year  to  year.  Most  successful  teach- 
ers and  educational  secretaries  obtain  much  help  and  inspir- 
ation for  their  work  in  many  technical,  industrial,  science 
and  commercial  courses,  as  found  in  the  current  magazines 
and  periodicals.  Text  and  reference  books  for  all  courses, 
technical  and  engineering  periodicals,  trade  catalogs  of  large 


TEXT  BOOKS  83 

engineering  and  manufacturing  companies,  blue  prints, 
working  drawings,  and  other  forms  of  printed  matter  may 
well  be  added  to  the  reference  library. 

In  many  places  text  books  and  other  supplies  are  found 
in  stock  at  the  Association  building  during  the  opening 
weeks  or  through  the  season,  and  may  be  secured  at  favor- 
able rates. 

High  School  and  Association  Compared,  1911 

Proportion  of  High  School  Students  to  all  Public  School  Students— black  line. 
Proportion  of  Y.  M.  C.  A.  Membership  in  City  Association  Educational  Classes- 
gray  line. 

18.8* 


50.8% 


48* 


84  ASSOCIATION  EDUCATIONAL  WORK 

11.     Teachers 

a.  The  kind  of  teachers  necessary 

The  teacher  is  the  life  of  the  class.  It  is  necessary  to 
have  a  person  thoroughly  competent  as  instructor,  leader 
and  guide,  the  best  available  within  reach,  of  sterling  Chris- 
tian character,  and  full  of  sympathy  with  the  all-round  work 
of  the  Association.  As  a  rule  the  most  successful  teachers 
come  from  business  positions,  drafting  rooms,  manufac- 
turing plants,  banks,  places  of  high  trust  and  long  expe- 
rience in  efficient  service.  They  must  be  practical  men, 
magnetic,  able  to  command  and  hold  the  interest  of  young 
men  and  lead  them  to  a  mastery  of  their  subject. 

Fruitfulness  and  efficiency  of  the  teacher's  life  and  of  his 
work  in  the  Association  will  be  largely  improved  by  regular 
meetings  for  teachers,  and  through  occasional  joint  meet- 
ings with  the  educational  committee.  Among  the  means 
for  promoting  unity  of  effort  and  harmony  of  action — both 
indispensable — none  excels  the  teachers'  meeting. 

b.  Salaries  paid 

The  salaries  paid  for  such  service  vary  in  different  locali- 
ties and  with  the  subject,  from  $1  to  $3  per  session  in  class 
work,  to  $10  and  more  per  class  lecture  session  in  profes- 
sional courses ;  an  average  for  the  2,549  teachers  in  all  sub- 
jects in  1911  was  $1.25  per  hour. 

c.  Faculty  organization 

The  organization  of  the  teachers  and  leaders  into  a  fac- 
ulty, with  regular  monthly  sessions,  has  proved  of  great 
service  to  the  teachers  and  promoted  unity,  interest,  quality 
and  favorable  attitude  of  the  public  toward  the  Associa- 
tion. As  in  Dayton,  a  strong  and  healthful  social  element 
has  possessed  such  faculty  organization  for  many  years  and 
has  greatly  stimulated  the  life  of  the  entire  Association.  At 
some  of  their  monthly  sessions  a  spread   of   some  kind 


TEACHERS  85 

coupled  with  wholesome  fun — judged  by  their  programs — 
was  said  to  result  in  more  of  good  to  the  teachers  than  was 
anticipated.  Such  sessions  were  often  held  at  the  homes 
of  various  members  of  the  faculty,  either  from  5.30  to  7.30 
p.m.  on  class  nights,  or  on  an  occasional  Saturday  night  or 
holiday  when  class  work  was  omitted.  Mr.  E.  L.  Shuey, 
for  twenty-five  years  a  member  of  the  International  Com- 
mittee and  very  actively  connected  with  all  phases  of  the 
Dayton  work,  says:  "I  cannot  speak  too  strongly  in  favor 
of  faculty  organization.  For  years  it  has  been  more  bene- 
ficial to  each  of  our  teachers  as  well  as  to  the  Association 
as  a  whole  than  we  anticipated." 

d.    Publications 

To  gain  an  intelligent  knowledge  of  what  is  done  in  Asso- 
ciation educational  work,  a  knowledge  of  its  literature  is 
necessary.  Each  teacher  should  become  thoroughly  familiar 
with  it: 

(1)  "Association  Educational  Work  for  Men  and  Boys," 
$1.00  in  cloth.  It  gives  the  history,  principles  and  policy  of 
all  phases  of  educational  work,  treats  in  detail  of  the  general 
features,  methods  of  conducting  class  work,  efforts  among 
railroad  men,  among  boys,  of  industrial  and  vocational 
training  and  is  fully  illustrated. 

(2)  "Outlines  of  Courses  of  Study,"  50  cents  in  cloth; 
containing  the  brief  standard  courses  of  study,  and  the 
regulations  governing  the  examinations. 

(3)  The  illustrated  Annual  Report  of  the  Educational 
Department,  giving  the  facts  and  summaries  concerning  the 
condition  of  the  work  in  various  lines  and  places,  and  also 
much  additional  timely  material.    25  cents. 

(4)  He  should  take  Educational  Notes,  a  bulletin  pub- 
lished monthly  in  the  interests  of  the  work. 

(5)  He  should  keep  the  record  of  the  attendance  and 


86  ASSOCIATION  EDUCATIONAL  WORK 

work  of  each  member  of  the  class  as  provided  for  in  the 
Revised  Class  Record. 

e.    Methods 

With  the  earnest  young  men  in  the  classes,  the  brief  time 
at  their  disposal,  and  the  necessity  for  greatest  help  given  in 
the  shortest  possible  time,  emphasis  is  placed  on  the  follow- 
ing suggestions  for  all  courses : 

( 1 )  Every  effort  should  be  made  to  lead  students  to  think 
for  themselves,  to  see  the  reasons  for  each  step  and  thus 
develop  individual  power  and  ability. 

(2)  They  should  be  helped  to  formulate  rules  and  prin- 
ciples naturally  and  inductively  from  a  familiarity  with  the 
operations  which  these  rules  and  principles  describe. 

(3)  Best  results  come  from  leading  students  not  only 
to  understand  thoroughly,  but  to  acquire  the  ability  to  cor- 
rectly apply  the  principles  of  each  subject  as  related  to  the 
practical  duties  of  life.  Before  beginning  work  in  any  sub- 
ject each  teacher  should  become  thoroughly  familiar  with 
the  standard  courses  of  study  in  the  subject,  with  the  plan 
and  object  of  the  movement  for  unified  work,  the  sugges- 
tions from  the  examiners,  and  the  character  of  the  exami- 
nations. 

(4)  In  outlining  a  lesson  to  a  class  in  drawing  or  in  any 
industrial  subject  or  in  shop  work,  experience  shows  that 
it  is  well  to  give  a  blackboard  description  of  the  lesson  with 
its  details  before  the  class  even  if  blue  prints  are  furnished 
individual  students.  Where  the  work  in  a  subject  is  en- 
tirely individual  and  no  two  are  on  the  same  topic  or  prob- 
lem, these  helpful  blackboard  descriptions  cannot  be  so 
extensively  used.  The  tendency  at  present,  especially  in  all 
advanced  work  even  in  the  fundamental  subjects  like  book- 
keeping or  drawing,  is  more  and  more  towards  individual 
work  with  students.  A  class  for  purposes  of  best  indi- 
vidual help  should  not  be  over  eight  or  ten  men  for  a  single 


SUGGESTIONS  TO  TEACHERS  27 

teacher.  In  elementary  courses  in  arithmetic,  bookkeeping, 
penmanship  and  English  fifteen  men  may  be  satisfactorily 
taught;  and  in  the  lecture  subjects,  as  business  law,  twenty 
or  thirty  or  more  men  may  be  equally  well  handled  by  one 
teacher. 

f.    In  general 

Talks  on  habits  of  study,  or  how  to  secure  the  most  from 
a  given  subject,  will  be  most  helpful,  especially  at  the  begin- 
ning of  the  year;  and  friendly  chats  with  suggestive  hints 
on  making  the  most  of  time- and  opportunities  together  with 
new  methods  and  improvements  should  intersperse  the 
entire  work. 

For  the  average  student  in  drawing,  mathematics  or 
science  and  shop  work,  it  is  suggested  that  half  the  time 
should  be  spent  on  the  drawing,  mathematics,  physics  and 
mechanics,  and  the  balance  on  shop  work  with  tools  or  in 
the  laboratory.  The  student  in  shop  work  should  be  encour- 
aged to  make  his  own  working  drawings  for  the  articles  he 
constructs  in  wood  or  iron  as  far  as  such  practice  continues 
helpful.  Emphasis  should  be  placed  on  all  forms  of  study 
of  the  English  language,  as  correspondence,  use  of  words, 
spelling  and  composition.  When  these  have  been  well  pro- 
vided for,  attention  may  then  be  given  to  the  foreign  lan- 
guages. 

A  student  should  not  attempt  too  much.  Lead  him  to  take 
up  few  subjects  and  do  thorough  work.  Time  should  be 
taken  for  the  satisfactory  preparation  of  every  lesson  or 
bit  of  work  required.  The  men  should  be  encouraged  to 
use  the  library  and  study  rooms  of  the  Association  and  to 
feel  that  the  secretary,  the  teachers  and  officers  are  willing 
to  render  them  every  possible  assistance. 

Most  students  will  find  regular  exercise  in  the  gymnasium 
a  help  to  them  in  their  study  and  class  work.  The  best 
interests  of  the  Associations  as  a  whole  can  be  conserved 


88  ASSOCIATION  EDUCATIONAL  WORK 

only  as  we  develop  capable  minds  in  physically  sound  bodies, 
and  all  for  the  purpose  of  service  to  others. 

g.    Male  teachers  necessary 

Twenty  per  cent  of  the  public  school  teaching  force  in 
the  United  States  are  males.  In  some  states  the  per  cent 
of  male  teachers  is  less  than  7  and  ranges  from  that  up  to 
47  in  other  states.  In  Great  Britain  the  proportionate  num- 
ber of  male  teachers  is  much  larger  than  in  America.  In 
Switzerland  53  per  cent  of  teachers  are  males,  and  in  Ger- 
many 60  to  70  per  cent.  If  the  New  York  "equal  pay  for 
equal  work"  movement  of  1911  should  become  general,  the 
present  20  per  cent  of  male  teachers  will  grow  less  and  less. 
The  result  will  tend  toward  even  larger  feminization  of  the 
American  public  school  in  character  and  influence,  which 
will  cause  boys  to  leave  school,  from  about  the  sixth  grade 
and  up  through  high  school,  in  larger  numbers  than  ever. 

In  view  of  the  present  tendency  the  Young  Men's  Chris- 
tian Association,  with  practically  its  entire  teaching  force 
experienced  males  of  strong  character  and  influence,  has  a 
unique  opportunity  which  challenges  respect.  This  helps  to 
explain  why  so  many  parents  are  anxious  for  their  boys  to 
go  to  school  at  the  Association  in  the  day  time  even  at  an 
extra  expense  of  $8  to  $10  per  month. 


Per  Cent  of  Public  School  Teachers  That  Are  Males 


1870 

40. 

% 

1880 

43. 

% 

1890 

34. 

% 

1900 

30. 

% 

1905 

26. 

% 

1909 

21. 

4% 

1910 

20. 

% 

No.  6.    Bovs  Drop  out  of  School— Unemployed  and  Bench  Warmers,  the 
Result  of  Lack  of  Training 


Plumbing— Portland,  Ore. 


Furniture  Design— Grand  Rapids,  Mich. 


EXAMINATIONS  89 

12.     Examinations 

a.  Importance 

Examinations  are  valuable  exercises  in  Association  work. 
They  have  proven  beneficial  for  the  following  reasons: 
They  have  served  as  a  most  helpful  stimulus  to  many  teach- 
ers and  students,  and  have  encouraged  much  more  thor- 
oughness and  definiteness  in  the  work.  They  are  valuable 
as  exercises  in  written  English,  as  they  require  concise, 
comprehensive  statements.  One  needs  not  only  to  know, 
but  to  be  able  to  express  what  he  knows.  They  reveal  to 
the  students  and  others  their  own  weaknesses  and  defects 
as  well  as  their  abilities  and  successes.  They  demand  con- 
centration of  mind,  sustained  mental  effort  and  a  ready  use 
of  one's  resources,  all  of  which  are  valuable  educational 
discipline. 

b.  Dates 

Every  Association  is  invited  to  participate  in  these  annual 
exercises,  held  usually  the  first  week  in  April,  the  second 
week  in  June,  about  the  middle  of  December,  and  at  such 
other  times  as  may  be  arranged  (see  special  announce- 
ments). In  subjects  in  which  International  examinations 
are  not  offered,  the  Association  is  urged  to  give  its  own  local 
examinations. 

c.  Regulations 

The  orders  for  participation  must  be  received  before  a 
certain  date ;  the  tests  must  be  given  on  the  exact  date  speci- 
fied ;  each  student  must  have  a  copy  of  the  questions  direct, 
from  the  International  Committee;  papers  marked  65  or 
more  by  local  teachers  must  reach  the  International  Com- 
mittee within  ten  days  after  the  test. 

The  standard  courses  of  study,  embracing  the  essential 
and  universally  accepted  principles  of  the  subjects  as  applied 


90  ASSOCIATION  EDUCATIONAL  WORK 

in  all  of  the  best  evening  schools  in  America  and  Europe, 
and  the  examinations  covering  such  fundamental  principles, 
give  each  teacher  and  class  a  breadth  of  view  and  a  standard 
to  attain  in  any  subject,  which  is  most  beneficial  to  all.  Ever 
since  the  organization  of  these  examinations  their  character 
has  been  such  as  to  favorably  commend  them  to  business 
men  and  educators  throughout  the  country. 

Through  this  unification  of  class  work,  with  standard 
courses  maintained  by  rigorous  International  examinations 
of  high  character,  there  is  greater  efficiency  for  young  men 
and  for  life  work  preparation. 


13.     Closing  Exercises 

The  closing  exercises  are  usually  held  a  week  or  ten  days 
following  the  close  of  the  year's  work  in  April  or  June. 
This  should  be  made  the  most  interesting  and  dignified  edu- 
cational gathering  of  the  year.  It  may  involve  more  than 
one  evening,  depending  upon  the  conditions.  It  should  in- 
clude the  formal  program  of  exercises,  the  alumni  banquet, 
and  a  social  reception  in  which  the  exhibit  is  made  the  chief 
attraction.  The  exhibit  should  remain  open  for  a  week 
and  special  effort  be  made  to  bring  out  the  public.  The 
formal  closing  exercises,  however,  may  be  conducted  by 
every  Association,  no  matter  how  small.  The  program 
should  include  much  music,  utilizing  the  department  glee 
club  and  orchestra,  one  or  two  short  addresses,  the  awarding 
of  certificates  from  local  examinations,  and  extending  spe- 
cial honor  to  those  whose  papers  were  graded  seventy-five 
or  above  in  the  International  examinations.  The  spring, 
summer  and  fall  educational  features  should  be  announced 
at  this  time  so  that  the  young  men  may  plan  at  once  to  con- 
tinue their  studies.  Effort  spent  on  such  programs  has 
always  proven  an  excellent  investment. 


CLASS  WORK— SUMMARY  91 

The  following  is  the  program  of  the  commencement  exer- 
cises in  one  of  the  city  Associations  June  3,  1911 : 

Overture,  Association  orchestra. 

Invocation  and  remarks,  President  of  Association. 

Music,  Association  Glee  Club. 

Oration,  One  of  the  students. 

Recitation,  One  of  the  students. 

Music,  Association  orchestra. 

Annual  report  educational  department,  Chairman  of  Committee. 

Music,  Association  Glee  Club. 

Address,  By  the  leading  educational  authority  of  the  state. 

Presentation  of  certificates  and  awards  of  honor. 
Music,  Association  orchestra. 

A  reception  in  the  rooms  of  the  exhibit  preceded  this 
program.  The  banquet  followed  three  days  later.  One 
thousand  five  hundred  of  the  city's  best  people  attended  the 
closing  exercises,  and  one  hundred  and  forty  attended  the 
banquet. 


14.     Summary  of  Items  on  Class  Work 

To  summarize,  the  best  conduct  of  class  work  will  nat- 
urally include: 

a.  Classification 

A  classification  of  plans,  effort  and  printed  matter,  in- 
cluding both  subject  courses  and  group  courses,  according 
to  the  classification  of  subjects  in  "Outlines  of  Courses  of 
Study." 

b.  Local  needs 

The  kind  and  extent  of  the  subjects  taught  will  be  deter- 
mined by  the  study  of  local  conditions,  and  the  promotion 
of  such  work  will  be  adapted  to  meet  local  needs. 


92  ASSOCIATION  EDUCATIONAL  WORK 

c.  Terms 

The  school  year  as  a  whole  may  be  divided  into  a  fall 
term,  winter  term,  spring  term  and  summer  term,  the  length 
varying  from  10  to  15  weeks  each,  depending  upon  local 
customs;  the  class  periods  and  length  of  sessions  for  even- 
ing work  will  vary  according  to  local  conditions,  and  simi- 
larly with  sessions  for  day  work. 

d.  Tuition  fees 

Tuition  fees  will  be  charged,  but  these  will  not  be  aimed 
to  produce  revenue.  The  factors  which  determine  the  size 
of  the  fees  are  the  nature  of  the  work,  the  kind  of  students, 
the  number  of  hours,  the  salary  paid  the  teacher,  and  other 
similar  items.  Fees  vary  from  $1  to  $10  per  subject,  with 
corresponding  arrangements  by  the  term  or  year,  and  as  to 
single  subjects  or  group  courses. 

e.  Text  books 

The  text  books,  if  any  are  to  be  used,  depend  upon  the 
subject,  the  kind  of  students,  the  teacher  and  the  results 
sought.  No  single  text  book  as  a  rule  should  be  slavishly 
followed. 

f.  Teachers 

The  selection  of  teachers.  The  best  are  those  of  sterling 
Christian  character  who  have  had  much  practical  experience 
in  the  subject  taught ;  who  are  attractive  and  responsive  in 
personality  to  the  needs  of  men  and  boys;  who  are  filled 
with  the  altruistic  Association  spirit  and  place  emphasis 
upon  character  building  in  their  work ;  to  whom  reasonable 
salaries  are  paid  for  service  effectively  rendered. 

g.  Know  the  student 

Conference  with  students,  especially  at  the  beginning  of 
the  term,  to  make  the  way  easy  for  them,  to  give  them  a 


CLASS  WORK— SUMMARY  93 

proper  view  of  their  opportunities  and  responsibilities,  and 
also  to  profit  by  that  necessary  experience  that  can  be  gained 
only  in  contact  with  men. 

h.    Know  the  class  work  done 

The  frequent,  careful  visitation  and  inspection  of  each 
class  to  encourage  both  the  teacher  and  the  student ;  to  dis- 
cover any  possible  wrong  tendencies  and  correct  them;  to 
emphasize  good  qualities  and  tendencies ;  and  to  know  what 
is  going  on. 

L     Teachers'  meetings 

Meetings  of  the  teachers  with  the  committee  at  the  open- 
ing of  the  term  to  inspire  and  unify  their  general  efforts; 
occasional  meetings  with  teachers  singly  or  in  groups  at 
other  times  for  various  purposes ;  and  a  faculty  meeting  at 
the  close  of  the  term  to  make  reports  and  suggestions  for 
improvement. 

j.    Student  rallies 

Students'  rallies  for  inspiration  at  convenient  intervals, 
especially  in  the  fall,  at  a  number  of  social  events  during 
the  season  and  at  closing  exercises. 

k.    Office  detail 

The  successful  handling  of  the  office  work  will  include : 

(1)  The  application  including  membership,  conference 
with  secretary  and  teacher  concerning  choice  of  work,  the 
registration  blank  and  tuition  receipt. 

(2)  Class  enrolment,  the  appropriate  receipt  and  office 
registration. 

(3)  Class  records  and  reports,  use  class  books  or  the 
card  system ;  record  attendance  for  each  class  session,  for 
each  month ;  report  cards  and  certificates. 

(4)  Examinations,  whether  International  or  local,  or 
both. 


94  ASSOCIATION  EDUCATIONAL  WORK 

15.     Day  Work 

a.  Opportunity — responsibility 

The  development  of  Association  educational  work,  to- 
gether with  the  increasing  variety  and  demand  for  appro- 
priate training,  prove  that  in  a  very  large  and  increasing 
number  of  Associations,  either  large  or  small,  there  is  a 
field  for  successful  day  work  supplementing  the  evening 
work  and  closely  related  to  it.  Thirty  or  more  Associations 
now  conduct  such  facilities  of  various  kinds — commercial, 
industrial,  academic,  college  preparatory,  apprentice,  voca- 
tional— with  nearly  5,000  different  students  enrolled.  The 
attendance  of  such  a  body  of  students,  each  paying  a  tuition 
fee  of  from  $8  to  $12  per  month,  proves  the  existence  of  a 
demand  for  appropriate  training,  and  shows  that  the  Asso- 
ciation has  a  field  for  this  kind  of  service  corresponding  to 
its  appropriate  evening  work.  In  general  every  city,  rail- 
road, colored,  industrial,  army  and  navy,  or  other  Associa- 
tion which  rents  any  of  its  rooms  to  an  outside  party  for 
the  conduct  of  a  day  school,  a  business  college  or  other  edu- 
cational feature,  is  in  most  excellent  position  to  operate  all 
such  work  under  its  own  Association  auspices  and  not  to 
do  so  is  today  a  sign  of  weakness.  If  outside  agencies  can 
successfully  conduct  such  day  schools  in  Association  build- 
ings and  make  good,  as  is  done,  the  Association  with  similar 
leadership  and  under  its  own  auspices  can  make  such  work 
all  the  more  effective  and  helpful  both  to  the  men  and  to 
the  Association. 

b.  Reasons  for  day  work 

Some  of  the  reasons  why  Associations  conduct  day  work 
are  given  from  experience  as  follows: 

(1)  To  more  fully  utilize  the  Associatfon  capital  invested 
in  space,  equipment  and  supervision. 

(2)  To  economize  operation,  supervision,  teaching  force, 
advertising  and  the  prestige  of  the  evening  educational  work. 


DAY  WORK  95 

(3)  To  serve  employed  men  and  boys  who  are  not  accom- 
modated in  the  evening  classes. 

(4)  To  meet  a  demand  not  yet  supplied  by  public  or  other 
day  schools  which  do  not  afford  the  additional  privileges 
offered  by  the  Association. 

(5)  There  is  no  special  virtue  in  the  Association  limiting 
itself  merely  to  evening  work — a  gas  light  university. 

(6)  To  help  men  who  have  irregular  times  of  employ- 
ment, and  by  its  methods  of  individual  instruction  most  help- 
fully serve  any  who  are  misfits  in  vocational  or  school  train- 
ing. 

(7)  To  provide  for  men  who  work  during  the  night,  of 
whom  there  is  a  large  and  increasing  number;  and  to  aid 
an  increasing  number  to  prepare  for  college  in  a  shorter 
time  than  is  possible  in  public  high  schools,  because  of  the 
longer  hours  we  can  give. 

(8)  To  provide  for  more  intensive  and  adaptable  study 
of  a  special  subject  than  is  possible  in  many  other  places. 

(9)  To  provide  for  boys  who  have  physically  outgrown 
their  grades  or  who  for  other  reasons  were  not  successfully 
served  in  public  schools. 

(10)  To  enable  parents  who  so  desire  to  secure  that 
training  for  their  boys  in  facilities  which  are  permeated  by 
the  social  atmosphere  and  Christian  spirit  of  the  Association 
life. 

(11)  To  do  appropriate  work  for  boys  and  men  in  the 
day  time  for  the  same  reason  that  evening  work  was  organ- 
ized— to  meet  needs. 

(12)  To  wisely  use  the  equipment  given  by  friends,  and 
because  it  is  poor  economy  to  have  a  plant  lying  idle  two- 
thirds  of  the  time. 

(13)  Experience  proves  that  the  practices  and  experi- 
ments of  Association  work,  both  day  and  night,  have  been 
exceedingly  valuable  in  guiding  the  leaders  of  public  school 
work  and  also  aiding  those  in  private  schools. 


96  ASSOCIATION  EDUCATIONAL  WORK 

(14)  The  Association  aims  to  develop  the  entire  Hfe  of 
the  student  with  special  reference  to  character  building,  and 
because  in  its  day  work  it  can  furnish  more  real,  practical 
and  helpful  service  than  any  other  educational  institution 
on  account  of  its  varied  equipment  in  library,  club,  physical, 
social  and  other  features.  In  a  few  Associations  a  larger 
proportion  of  students  in  day  work  were  led  to  Christ  than 
through  the  distinctive  religious  work  and  Bible  classes. 

The  Average  Number  of  Days'  Schooling  Per  Year  Given 
Each  Person  of  School  Age 


1870 

48 

1875 

51 

1880 

52 

1885 

57 

1890 

61 

1895 

68 

1900 

70 

1905 

74 

1910 

82 

Experience  shows  that  there  is  an  increasing  number  of 
young  men  of  various  ages  taking  advantage  of  our  day 
educational  privileges  for  from  three  to  five  hours  per  day, 
and  who  at  the  same  time  are  earning  sufficient  funds  on  the 
side  during  the  balance  of  the  day  to  carry  the  entire  ex- 
pense. Many  thousands  of  young  men  today  are  acquiring 
most  substantial  educational  training  by  this  plan  of  giving 
a  part  of  each  day  to  cumulative  systematic  study  under 
wise  leadership,  and  at  the  same  time  carrying  on  their 
regular  vocation.  This  plan  of  studying  has  at  least  two 
advantages.  First,  it  enables  a  person  to  live  and  support 
his  family  at  the  same  time  that  he  is  obtaining  an  educa- 
tional training.  Second,  it  affords  plenty  of  time  for  much 
necessary  thought  and  meditation — qualities  all  too  scarce 
in  educational  institutions  where  a  person  is  cramming  a 
course  of  training  into  a  few  months. 


Machine  Design  and  Automobile  Construction— Milwaukee,  Wis. 


Mechanical  Draw  ing- Spokane,  Wash. 


DAY  WORK  97 

c.    Its  organization  and  conduct 

Some  suggestions  concerning  the  organization  and  con- 
duct of  day  work  from  Association  experience  are  as 
follows : 

(1)  Day  work  should  not  be  conducted  as  an  independent 
department,  but  be  a  vital  part  of  the  whole  educational 
work  of  a  local  Association. 

(2)  It  should  be  administered  by  the  same  educational 
committee,  secretary  and  other  officers  as  the  evening  work, 
with  possibly  an  assistant  or  principal  giving  special  atten- 
tion to  its  management. 

(3)  Both  subject  and  grade  courses  should  be  offered 
and  emphasis  be  placed  on  those  courses  extending  over 
one  or  more  years. 

(4)  Bible  study  and  appropriate  chapel  exercises  will  be 
made  a  regular  part  of  the  day  program  and  these  will  be 
in  keeping  with  the  Christian  character  and  spirit  of  the 
work  as  a  whole. 

(5)  It  will  be  elastic  and  flexible  in  the  matter  of  hours, 
days,  length  of  term  and  method  of  paying  fees. 

(6)  It  will  minister  to  no  single  group  of  students  but 
will  include  privileges  for  all  groups  whose  needs  can  be 
appropriately  met  by  the  Association  in  the  day  time. 

(7)  The  relations  between  day  and  evening  work  are 
reciprocal  and  students  may  be  transferred  from  one  to 
another  as  circumstances  require. 

(8)  Its  influence  is  very  helpful  in  cultivating  the  appre- 
ciation and  support  of  parents  and  of  the  public. 

(9)  Its  expense  is  usually  covered  by  the  tuition  receipts, 
especially  when  once  established  and  with  an  enrolment  of 
50  to  100  or  more  per  month. 

(10)  The  same  teachers  are  very  often  employed  for 
both  day  and  night  work,  thus  economizing  in  teaching 
expense  and  administration. 


98  ASSOCIATION  EDUCATIONAL  WORK 

(11)  The  beginnings  are  usually  small,  with  development 
according  to  discovery  of  needs  and  methods  of  work. 

(12)  A  separate  system  of  accounts  is  desirable  in  order 
to  arrive  at  proportionate  expenses  and  receipts. 

(13)  Teachers  are  employed  on  the  salary  basis  and  not 
on  the  percentage  basis. 

(14)  The  privileges  are  made  good  enough  for  the 
wealthiest  and  at  the  same  time  cheap  enough  for  the  student 
of  most  modest  means. 

d.    Day  work  summary 

The  wisest  planning  for  day  work  will  include : 

(1)  The  purpose  is  the  same  as  evening  work — to  meet 
needs ;  adapted  methods,  subjects  and  classes ;  wise  combi- 
nation of  effort  with  physical,  social  and  religious  features ; 
utilize  idle  equipment,  economize  on  teaching,  supervision 
and  advertising. 

(2)  The  kinds  of  students  will  include  those  of  all  ages 
temporarily  unemployed,  or  those  with  irregular  hours  of 
employment;  regular  students  with  special  needs;  regular 
pubHc  and  private  school  boys;  those  whose  parents  seek 
a  definite  Christian  atmosphere  for  the  education  of  their 
boys. 

(3)  Both  subject  courses  and  group  courses  will  be 
taught  and  all  with  a  distinct  vocational  aim.  Depending 
upon  conditions  they  will  include  language,  commercial, 
technical,  trade,  academic,  professional  and  other  voca- 
tional subjects. 

(4)  The  tuition  fees  will  be  adapted  to  the  situation, 
usually  varying  between  $8  and  $12  per  month,  with  rates 
for  full  time  or  for  an  entire  course  of  a  year,  placing  a 
premium  upon  continued  attendance. 

(5)  Its  administration  and  office  work  will  be  closely 
connected  with  and  a  vital  but  separate  part  of,  the  admin- 
istration and  office  work  of  the  educational  work  of  the 


DAY  WORK—SUMMARY 


99 


entire  Association.  It  will  include  special  enrolment  of  day 
students;  the  securing  of  one  or  more  necessary  teachers, 
preferably  for  full  time;  appropriate  regulations  concern- 
ing attendance,  discipline,  records  and  reports  similar  to 
those  of  the  other  best  schools. 

EDUCATION     AND      CAREER5- 


1.757.023 

NO 
EOUCflTlOU 


NOCMAfta 


l£. 054.335 

COnnON    5CHOOI- 
EQUCATIGN 


L^UUH^^tk^kUmkl 


v\u\\\\\m\\\\\\HiiELiy\\>\^^^ 


I  CHANCE    IN    9.000 


The  facts  are  drawn  from  the  United  States  Bureau  of  Education  and 
interpreted  by  Mr.  N.  C.  Schaeffer,  the  efficient  state  superintendent  of 
public  instruction  for  Pennsylvania.  The  pro'portion  of  students  in  various 
kinds  of  educational  training,  as  well  as  of  no  education,  are  shown  to  scale. 
Similarly,  but  on  a  different  scale,  the  shaded  area  shows  the  educational 
training  received  by  the  10,000  men  whose  careers  have  been  such  that  their 
names  were  selected  for  "Who's  Who  in  America."  The  value  of  educa- 
tional training  in  the  successful  lives  of  prominent  men  is  clearly  shown  in 
that  77  per  cent  of  such  men  in  "Who's  Who"  are  those  with  college  and 
university  training,  while  less  than  14  per  cent  of  them  had  only  a  common 
school  training,  and  no  man  without  some  kind  of  education  was  found  to 
have  had  a  sufficiently  successful  career  to  be  counted  worthy  of  a  place  in 
the  list.  In  other  words,  if  young  men  aspire  to  serve  their  country  and  this 
generation  to  the  best  advantage  they  stand  no  chance  whatever  of  so  doing 
if  they  have  no  education,  only  one  chance  in  9,000  of  such  relative  success 
if  they  have  only  a  common  school  training,  but  from  the  above  diagram  they 
seem  to  have  at  least  one  chdnce  in  40  of  reaching  such  success  if  they  have 
obtained   a   college   or  university  training  or  its  equivalent. 


V.    ADMINISTRATION  AND  SUPERVISION 

1.     Nature  and  Principles 

a.  Importance 

With  the  growth  of  Association  educational  work  and 
the  increasing  demands  for  vocational  training,  it  becomes 
more  and  more  necessary  to  secure  wise  and  most  effective 
administration  of  such  educational  features  as  will  meet 
the  situation.  Educational  work  may  be  a  success  or  a 
failure  in  proportion  as  it  has  the  right  kind  or  the  wrong 
kind  of  administration.  As  a  rule  the  better  the  man  as  an 
educational  secretary,  the  larger  and  better  the  work,  and 
this  in  turn  brings  more  of  money  and  support  with  which 
to  secure  more  and  better  men,  to  do  more  and  better  work, 
to  obtain  still  larger  support,  to  secure  more  and  still  better 
men,  to  accomplish  far  more  effective  results  among  men 
and  boys;  and  the  good  work  thus  goes  on  multiplying  its 
usefulness  in  a  cumulative  manner. 

b.  Supervision  vs.  administration 

A  distinction  needs  to  be  clearly  made  between  the  terms 
supervision  and  administration.  Supervision  in  its  strict 
sense  is  the  professional  handling  of  the  psychological  prin- 
ciples of  education,  especially  as  related  to  teaching.  Admin- 
istration is  the  actual  process  of  conducting  a  business  or 
an  educational  enterprise.  Professional  experts  as  a  result 
of  years  of  study  and  research  in  psychology  and  pedagogy- 
have  been  fitted  to  supervise  the  proper  teaching  of  special 
subjects,  as  of  drawing,  of  art,  or  of  language.  In 
the  Young  Men's  Christian  Associations,  while  we  have 
some  opportunity  for  experienced  supervisors  in  the  proper 
sense  of  the  word,  yet  nine-tenths  of  the  conduct  of  local 
Association  educational  work  at  present  comes  properly 
under  the  head  of  administration  rather  than  supervision. 


ADMINISTRATION  AND  SUPETtVISlON  101 

Administration  is  absolutely  necessary  before  supervision. 
In  local  work  the  term  supervision  will  really  mean  the 
effective  conduct  of  various  activities — which  is  adminis- 
tration. 

Administrative  ability  is  a  power  and  practically  univer- 
sal; while  supervision  is  an  art  and  means  knowledge 
psychologically  used.  Administration  is  executive  or  busi- 
ness management ;  while  supervision  is  educational  and  pro- 
fessional. Administration  is  native — many  are  born  to  be 
natural  administrators;  while  supervision  is  acquired — none 
are  born  supervisors.  With  the  development  of  Association 
educational  work  emphasis  must  be  placed  on  adequate 
training  to  make  men  efficient  administrators,  i.e.  successful 
educational  secretaries. 

c.  Officers 

(1)  The  board  of  directors  is  the  official  and  ultimate 
authority.  In  proportion  as  it  includes  men  of  affairs, 
active,  with  large  vision,  sympathetic  and  cooperative,  will 
appropriate  educational  work  be  organized  and  prosper. 

(2)  The  educational  committee  is  a  part  of  the  board  of 
directors  directly  related  to  the  administration  of  the  edu- 
cational work  as  a  whole.  It  helps  secure  adequate  revenue, 
aids  in  obtaining  best  results,  and  represents  both  the  public 
and  the  Association. 

(3)  The  educational  secretary  is  the  salaried  officer  of 
the  Association,  the  administrator  of  the  department,  and 
agent  of  the  educational  committee  to  execute  the  Asso- 
ciation's educational  policy. 

d.  Some  essentials 

(1)  Successful  administration  often  depends  more  on 
keeping  unimportant  things  from  being  done  in  a  wrong 
or  mistaken  way  than  in  developing  useful  policies  in  the 
correct  way. 


1^< '  '-'  '  ''"■AS'SOCrATiaN  EDUCATIONAL  WORK 

(2)  In  the  successful  solution  of  large  problems  involv- 
ing different  leaders,  the  personal  equation  and  the  vailing 
qualities  of  individuals  and  personalities  must  be  harmon- 
ized. 

(3)  Real  problems  and  conditions,  often  without  pre- 
cedent, must  be  met. 

(4)  Effectiveness  within  the  Association  must  supple- 
ment cordial  cooperative  relations  outside. 

(5)  Wise  and  efficient  administration  will:  (a)  know  the 
times,  the  tendencies  and  needs  of  men  and  be  able  to  har- 
monize the  efforts  to  meet  such  needs  and  make  them  effec- 
tive; (b)  keep  ideals  to  the  front  and  magnify  them,  em- 
phasize character,  nobility  and  all  that  makes  for  manhood 
and  boyhood;  (c)  cultivate  good  common  sense,  which 
seems  to  be  an  increasingly  valuable  factor;  (d)  discover 
quickly  such  plans  as  will  meet  needs,  and  know  which  will 
not  do  so;  (e)  avoid  all  entangling  alliances;  (f)  use  subtle 
logic  in  some  cases,  resist  new  ventures  in  other  cases, 
puncture  conceits  in  a  few  cases,  increase  resources  in 
others,  and  organize  adequate  forces  to  meet  particular 
situations. 

2.     Educational  Committee 

a.    Its  size 

This  is  one  of  the  most  important  committees  in  Asso- 
ciation work.  Three  men  are  generally  sufficient,  though 
in  some  large  cities  five  or  seven  men  may  be  preferable. 
The  small  committee  can  be  gathered  quickly,  can  readily 
reason  together  and  yet  is  large  enough  to  be  effective;  is 
more  likely  to  carefully  consider  reports  and  do  business, 
accepts  greater  individual  responsibility,  can  more  quickly 
harmonize  and  arrive  at  a  decision,  takes  more  interest  in 
details,  is  better  able  to  deal  quietly  and  wisely  with  deli- 
cate matters  and  usually  attracts  a  superior  quality  of  men. 


THE  EDUCATIONAL  COMMITTEE  103 

A  large  regular  committee  of  more  than  seven  men  is 
usually  to  be  avoided,  as  it  is  hard  to  get  a  full  attendance, 
is  open  to  much  wire  pulling,  is  apt  to  be  more  responsive 
to  popular  tendencies  and  tangents  at  the  expense  of  con- 
tinuous hard  work  and  quality  of  service ;  only  orators  seem 
to  get  a  hearing  and  it  is  not  likely  to  handle  delicate  matters 
wisely,  or  effectively  locate  responsibility. 

b.  Its  composition 

These  different  committeemen  should  be  drawn  from  and 
represent  the  leading  industrial,  commercial,  trade  and  busi- 
ness interests  of  the  community.  The  nature  of  their  work 
is  such  that  only  those  competent  and  willing  to  serve  should 
have  the  honor  of  appointment.  Paper  committees  gen- 
erally do  more  harm  than  good.  This  committee  as  a  whole 
has  charge  of  all  the  educational  features — the  reading 
room,  library,  lectures,  educational  clubs,  talks,  tours,  class 
work,  and  other  sections  of  effort. 

Interested,  capable,  Christian  business  men  as  a  rule 
serve  best  on  these  committees.  Occasionally  a  public  school 
officer  or  teacher  serves  with  credit.  The  opportunity  for 
such  an  officer  who  measures  up  to  his  privileges  and  feels 
the  responsibility  of  his  position  is  equal  or  superior  in 
point  of  influence  to  that  of  a  director  or  regent  in  a  college 
or  university. 

Good  timber  for  such  service  has  been  found  among 
manufacturers,  merchants,  contractors,  bankers,  successful 
college  men  in  many  walks  of  life,  men  who  are  able  to 
think  for  themselves,  have  convictions,  and  are  able  to 
explain  reasons  for  their  conclusions.  Avoid  using  inexpe- 
rienced, unsuccessful  men  in  any  line. 

c.  Its  duties 

The  committee  and  the  educational  secretary,  if  there  be 
one,  will  need  to  give  much  time  and  effort  to  make  the 


104  ASSOCIATION  EDUCATIONAL  WORK 

work  successful  and  a  credit  to  all  concerned,  but  such  in- 
vestment of  energy  pays  largest  dividends  in  successful 
manhood.  They  will  need  to  study  the  field,  confer  with 
employers  and  especially  with  superintendents  and  fore- 
men in  order  to  intelligently  discover  the  educational  needs 
of  men  and  boys  and  the  best  means  to  meet  such  needs. 
Some  of  their  duties  are  described  in  succeeding  pages. 
Best  results  come  where  several  subcommittees  are  formed, 
each  composed  of  one  member  of  the  regular  committee 
and  one  or  two  men  outside  of  the  committee — as  one  sub- 
committee for  lectures  and  talks  and  clubs,  another  for 
boys'  work,  another  for  extension  features,  and  so  on.  For 
special  courses  or  schools,  as  day  work,  automobile  school, 
boys'  summer  school,  a  special  advisory  committee  of  three 
or  five  supplementing  the  regular  committee  is  necessary. 

One  important  duty  will  be  to  carefully  determine  upon 
and  cooperate  with  the  finance  committee  in  providing  an 
annual  budget  for  the  educational  department,  ranging  from 
twenty  to  forty  per  cent  or  more  of  the  total  annual  ex- 
penses of  the  Association,  depending  upon  local  conditions. 
See  chapter  on  Administration. 


ExPENgE  OF  Educational  Supervision 

In  Young  Men's  Christian  Associations,  Including  Heads  of 
Departments 

1890  $   000 
1893   2,000  ■ 
1895   5,000  ^ 
1898   7,661  ■■ 

1900  12,655  "i^ 

1903  35,000 

1906  74,600 

1909  130,821 

1911  171,549 


L p 

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Cooperative  Apprentice  School— South  Bend,  Ind, 


Stknographv— Railroad  Association,  Philadelphia,  Pa. 


Salesmanship— Cleveland,  o. 


THE  EDUCATIONAL  COMMITTEE  105 

d.    Sessions 

In  giving  successful  service,  regular  meetings  of  the  com- 
mittee will  be  found  essential.  In  the  busy  seasons,  as 
September  and  October,  January,  March  and  April,  these 
meetings  are  often  held  weekly  and  sometimes  daily,  at  the 
call  of  the  chairman. 

At  least  four  joint  meetings  of  the  committee,  leaders, 
club  officers  and  teachers  should  be  held  during  the  year, 
as  in  September,  December,  March  and  June.  Such  ses- 
sions mean  much  for  the  unity,  harmony  and  success  of 
the  work.  They  ,are  usually  held  at  the  Association  build- 
ing, from  5  or  6  p.m.  to  7  or  8  p.m.,  including  lunch  or 
supper.  The  September  meeting  should  be  held  just  before 
the  opening  of  the  class  work  to  emphasize  all  that  pertains 
to  efficiency  and  harmonized  effort  during  the  season.  The 
December  meeting,  held  just  before  the  opening  of  the 
winter  term,  will  discuss  the  successes  and  failures,  points 
of  strength  and  weakness  of  the  fall's  work,  and  make  sug- 
gestions and  modifications  for  improvement  during  the 
winter  term.  Similarly  the  March  meeting  will  serve  for 
the  interests  of  the  winter  and  spring  terms,  while  the  June 
meeting  will  review  the  entire  season's  work,  make  sugges- 
tions, and  determine  many  things  for  the  plans  of  the  suc- 
ceeding year — which  clubs,  lectures  and  talks  to  emphasize, 
which  subjects  in  class  work  to  retain  and  which  ones  to 
drop,  what  new  ones  possibly  to  add,  which  teachers  to 
be  re-engaged,  any  modifications  of  tuition  fees,  policies 
or  methods.  This  is  the  most  important  meeting  of  the 
year.  Its  decisions  are  to  be  made  public  as  soon  as  feasible, 
or  at  the  closing  exercises  if  such  are  held,  and  thus  the 
advertising  for  the  coming  year  begins  at  the  time  when  it 
does  the  greatest  service,  helping  to  link  the  plans  of  the 
young  men  from  one  year's  work  to  another  and  giving 
advice  when  such  is  most  appreciated. 


106  ASSOCIATION  EDUCATIONAL  WORK 

e.  Institutes  and  conventions 

One  or  more  of  the  committee  with  the  educational  secre- 
tary should  plan  to  attend  the  annual  state  or  International 
conferences  or  conventions,  or  one  of  the  summer  schools. 
Each  Association  is  urged  to  hold  a  local  annual  institute 
at  some  convenient  time,  as  in  April,  May  or  early  Septem- 
ber, at  which  an  afternoon  or  evening  at  least  may  be  given 
in  counsel  with  the  board,  officers,  committee  force,  and 
specially  selected  business  men  of  public  influence  concern- 
ing the  interests  of  Association  educational  work.  The  im- 
portance, needs,  growth,  results  and  methods  of  successful 
conduct  of  such  work  are  brought  to  the  earnest  attention 
of  those  present,  desires  are  created  and  plans  for  better 
and  larger  w^ork  made,  all  of  which  will  be  found  of  great 
value  in  aiding  local  Associations  to  strengthen  and  extend 
their  work.  One  or  more  leaders  from  other  cities,  from 
the  State  or  the  International  Committee,  with  lantern  ses- 
sions showing  the  work  in  operation,  often  give  added  in- 
terest and  increase  the  results.  What  has  been  said  of  the 
local  educational  committee  may  also  be  said  with  even 
more  far-reaching  results  concerning  the  state  educational 
committee. 

f.  Advisory  committee 

With  the  growth  and  variety  in  the  development  of  Asso- 
ciation educational  w^ork,  there  is  large  and  increasing  use 
of  advisory  committees.  These  committees,  made  up  of 
from  two  to  five  or  more  men,  are  selected  with  special 
reference  to  their  fitness  for  successful  service  in  connection 
with  the  promotion  of  special  large  features,  as  an  auto- 
mobile school.  Such  committees,  through  their  chairmen, 
are  related  directly  to  the  educational  committee  of  the 
Association.  Their  special  w^ork  is  to  counsel  in  the  leader- 
ship, administration  and  financing  of  the  special  course  or 
school  to  which  they  are  related. 


THE  EDUCATIONAL  SECRETARY  107 

Such  advisory  committees  are  often  secured  for  special 
sections  of  the  educational  department,  as  the  polytechnic 
section,  the  law  section,  the  boys'  work  section,  or  the  exten- 
sion section. 

An  Association  may  thus  have  several  advisory  commit- 
tees in  its  educational  department,  each  and  all  of  whom  are 
vitally  related  to  the  general  educational  committee. 

g.    Student  councils 

Some  Associations  make  successful  use  of  an  organiza- 
tion or  club  of  mature-minded,  earnest  students  who  pos- 
sess a  spirit  of  service.  These  men  are  used  in  numerous 
voluntary  efforts  in  the  organization  of  clubs,  the  promo- 
tion of  classes,  talks  and  other  features  in  the  building  and 
out  of  it,  and  at  all  times  stand  ready  to  help  promote  the 
interests  of  the  work  without  expense  to  the  Association  as 
far  as  their  service  is  concerned. 

3.     Educational  Secretary 
a.    Importance 

The  proper  organizing,  wise  promoting,  and  social  engi- 
neering of  adapted  educational  enterprises  by  the  Young 
Men's  Christian  Association  calls  for  and  is  developing  a 
new  educational  vocation  separate  and  far  different  from 
that  of  teaching — that  of  the  educational  secretaryship.  A 
few  Association  leaders  recognize  that  inexperienced  super- 
vision is  often  worse  than  no  supervision  at  all,  and  in  many 
cases  means  the  speedy  death  of  educational  efforts  thus 
treated. 

While  the  educational  committee  is  responsible  for  the 
encouragement  and  promotion  of  the  various  educational 
features  in  local  work,  in  a  number  of  places  an  educational 
secretary  is  employed  for  the  purpose  of  encouraging  and 
developing  the  Association's  all-round  educational  work. 
This  man  acts  as  an  executive  officer  of  the  department 


108  ASSOCIATION  EDUCATIONAL  WORK 

and  works  in  harmony  with  the  committee  and  the  general 
secretary,  as  does  the  physical  director  in  the  physical 
department. 

b.    Qualifications  as  a  man 

The  personal  qualities  for  a  successful  educational  secre- 
tary as  found  in  the  men  now  accomplishing  best  results 
are  as  follows : 

(1)  As  to  his  character,  he  must  be — (a)  a  Christian 
man  in  the  truest  and  broadest  sense;  (b)  of  strong  per- 
sonality, a  clean  man,  upright  in  life,  correct  in  speech; 
(c)  sympathetic  and  truly  friendly — a  lover  of  men;  (d)  a 
man  having  strong  faith  in  God,  reasonable  confidence  in 
self,  faith  in  men,  and  a  love  for  his  work;  (e)  pleasing  in 
address,  avoiding  extremes  in  dress  and  manners ;  (f )  clean- 
cut,  tactful,  forceful,  able  to  adapt  himself,  and  filled  with 
the  Association  spirit. 

(2)  As  to  his  ability,  he  must — (a)  have  the  tact  of  the 
lawyer,  the  enthusiasm  of  the  student,  and  the  devotion  of 
a  lover  of  men;  (b)  be  a  leader  thoroughly  in  earnest  and 
businesslike,  as  people  look  to  him  for  leadership;  (c)  be 
original  and  inventive  but  with  conservatively  sensible 
ideas;  (d)  be  able  to  put  plans  into  operation;  (e)  be  able  to 
set  other  people  at  work  and  keep  them  harmoniously  at  it ; 
(f)  have  personal  magnetism  to  attract  and  hold  men, 
enthusiasm  to  keep  all  interested,  and  business  habits  such 
as  will  insure  good  management. 

(3)  As  to  his  knowledge,  he  must — (a)  know  men  and 
boys  as  well  as  things  and  methods;  (b)  know  th«e  needs, 
conditions  and  tendencies  of  his  field  as  they  concern  men 
and  boys  educationally;  (c)  have  a  college  education  or  its 
equivalent;  (d)  have  such  a  training,  in  education,  business 
and  executive  work  as  will  fit  him  to  make  good.  "Let  this 
mind  be  in  you  which  was  also  in  Christ  Jesus,"  covers  the 
whole  requirement. 


DUTIES  OF  EDUCATIONAL  SECRETARY  109 


Associations  with  One  or  More  Educational  Secretaries 

Based  on  Official  Recognition  of  the  Association  of  Educational 
Secretaries 

1890  0 

1898  1  ■ 

1896  6  i^Hi 

1898  9  ^B^^ 

1900  ir>  ■■■■^^^" 

1903    25    ■■■■■■■■^■^■1 

1906  42  ^m^^mm^^mm^^t^mm^^^mmm 

1909   60  ^m^mmm^^mm^^m^mm^a^^^^m^^^^^m 

1911   69  ^mma^ma^m^^^mamm^^^^^mm^^^^^ammmmm^^m 


c.    Concerning  his  duties 

(1)  As  a  discoverer  of  needs  and  of  men  to  meet  them. 
The  nature,  variety  and  growth  of  the  work  places  ever 
increasing  responsibilities  upon  the  educational  secretary, 
(a)  He  will  be  early  on  the  ground,  studying  the  conditions 
and  the  work  done,  discovering  the  educational  facilities 
needed,  making  the  acquaintance  of  Association  leaders, 
committeemen  and  others,  (b)  He  will  plan  and  cooperate 
with  the  committee  in  making  an  investigation  and  continued 
study  of  the  field,  in  order  to  discover  opportunities,  to  intel- 
ligently look  for  the  best  leaders  and  teachers  for  the  various 
clubs,  lectures,  talks  and  class  work,  (c)  He  will  bear  in 
mind  that  students  need  to  be  directed  in  groups,  but  must 
be  dealt  with  individually. 

(2)  As  an  organizer  and  leader.  With  the  cooperation 
of  the  committee  and  as  their  agent,  he  must  see  that — 
(a)  all  the  plans  are  made,  (b)  the  teachers  and  leaders 
secured,  (c)  advertising  begun  and  followed  up,  (d)  and 
the  various  activities  started  and  conducted.  The  opening 
of  the  season's  active  work  in  the  various  features  about 
October  1,  is  a  fair  indication  of  the  effectiveness  of  the 
preparation  done,  when  the  educational  secretary  has  been 


no  ASSOCIATION  EDUCATIONAL  WORK 

on  the  field  during  the  summer,  and  will  put  to  test  his  exec- 
utive ability  and  the  calibre  of  the  educational  committee. 
For  the  successful  operation  of  the  work  he  must  be  to  all 
the  various  features  what  a  successful  manager  is  to  his 
business. 

(3)  In  general.  In  all  this  work  he  will — (a)  be  careful 
not  to  practically  displace  the  general  secretary  or  the  edu- 
cational committee;  (b)  come  to  know  his  field  better  than 
any  other  man;  (c)  discover  and  develop  leaders  and  teach- 
ers and  coach  a  working  force;  (d)  carry  on  systematic  and 
continuous  advertising  and  publicity;  (e)  keep  his  ideals 
high,  and  cultivate  spiritual  vision;  (f)  be  a  member  of  the 
general  secretary's  cabinet;  (g)  an  educational  counselor; 
(h)  also  an  inspiring  force  making  for  intelligent  living. 

(4)  Efficiency.  He  will  aim  to — (a)  bring  the  entire 
work  of  the  whole  department  to  the  highest  standard  of 
efficiency,  so  that  each  club,  class  or  lecture  may  become  a 
source  of  increased  helpfulness  to  young  men;  (b)  unify 
the  department  by  making  each  feature  contribute  to  the 
best  interests  of  the  whole,  so  that  the  practical  talks  will 
dovetail  into  the  work  of  the  clubs  and  classes,  and  vice 
versa;  (c)  make  the  department  harmonious  with  and 
strengthening  to  the  work  of  the  social,  the  physical  and 
the  religious  work  departments. 

d.    Concerning  his  relationships 

As  a  salaried  officer  of  the  Association  he  will — (a)  be 
amenable  to  his  committee  and  to  the  board  of  directors ; 

(b)  consult  and  cooperate  heartily  with  the  general  secre- 
tary  of    the   Association   on    all   matters    of    importance; 

(c)  continually  seek  to  enlist  the  efforts  and  cooperate  with 
the  work  of  the  educational  committee;  (d)  strive  with 
the  other  employees  for  the  up-building  of  the  Association 
as  a  whole;  (e)  be  a  co-laborer  with  the  heads  of  other 
departments;  (f)  be  a  tactful  administrator  in  his  relations 


VALUE  OF  SUPERVISION 


Hi 


with  teachers,  leaders  and  other  servers  in  the  department; 
(g)  be  a  respected  citizen  in  the  community;  and  (h)  be 
friendly,  interested  and  cooperative  with  other  Associa- 
tions. 

e.    Value  of  good  supervision 

In  1893  one  Association  employed  an  educational  secre- 
tary for  part  time.  Now  (1912)  each  of  74  Associations 
employs  the  full  time  of  from  one  to  ten  men  for  such  ser- 
vice, including  the  deans  or  heads  of  various  sections  of 
the  local  educational  departments.  Experience  shows  that 
in  proportion  as  this  peculiar  kind  of  local  leadership  can 
be  found,  trained  and  employed  for  a  series  of  years,  the 
results  in  more  efficient  men,  more  business,  and  commer- 
cial and  industrial  efficiency  will  be  seen.  At  least  140 
other  Associations  are  now  able  and  should  have  such  men 
as  educational  secretaries.  Of  all  the  educational  work 
reported  today,  two-thirds  of  it  is  done  in  the  74  Asso- 
ciations with  local  educational  secretaries,  while  the  balance 
is  spread  over  the  remaining  800  Associations.  The  employ- 
ment of  a  thoroughly  qualified  man  at  a  good  salary  is 
amply  justified  by  the  beneficial  results. 


■M^. 


Wi'fKou.t  £<l'C^€c'<s 


f\Ct  St'uoUn.ts  i^CU&s  work 


112  ASSOCIATION  EDUCATIONAL  WORK 

f.    The  title  of  educational  secretary 

For  the  best  interests  of  the  Association  educational  work 
as  a  whole,  the  following  definition  of  a  person  who  may- 
be properly  called  an  educational  secretary  was  unani- 
mously adopted  by  the  Association  of  Educational  Secre- 
taries at  their  annual  meeting  in  1911 : 

"In  order  to  strengthen  the  work  we  believe  the  following 
mimimum  qualifications  concerning  the  man,  and  the  condi- 
tions concerning  the  local  Association,  are  necessary  for  the 
proper  use  of  the  title  Educational  Secretary: 

"(1)  As  to  the  man.  He  should  have — (a)  at  least  an 
academic  training — a  college  education  if  possible;  (b)  at 
least  two  years'  successful  experience*  in  teaching  and 
handling  boys  and  men  or  its  equivalent;  (c)  an  organizing 
and  executive  ability  equivalent  to  that  required  of  the 
principal  of  the  high  school  in  the  community  where  he  is 
employed;  (d)  attend  a  summer  school  or  other  form  of 
professional  training  at  least  each  alternate  year;  (e)  be  a 
salaried  ofificer  of  the  Association  giving  his  entire  time  to 
promoting  its  educational  work;  (f)  place  emphasis  upon 
all  opportunities  for  developing  Christian  character  among 
men  and  boys. 

"(2)  As  to  the  Association.  It  should  have — (a)  one 
general  educational  committee  with  such  subcommittees  and 
advisory  committees  as  may  be  necessary;  (b)  seek  to  dis- 
cover and  support  all  possible  educational  privileges  for 
both  men  and  boys  outside  the  building  as  well  as  in  it,  both 
day  and  night;  (c)  pay  a  salary  for  its  educational  secretary 
commensurate  with  the  qualifications  required — we  believe 
the  minimum  for  the  full  time  of  such  a  trained  man  should 
not  be  less  than  $1,200;  (d)  encourage  and  cooperate  in  all 
policies  to  meet  discovered  needs;  and  (e)  place  emphasis 
on  the  continuous  service  of  a  growing,  efficient  man  as 
educational  secretary."     (See  appendix.) 


Bookkeeping— Houston,  Tf.x. 


\ 

■fsr 

Employed  Boys'  School- Chaklotte,  N.  c. 


Half  Time  Cooperative  Apprentice  Work-Seattle,  Wash. 


TITLE  OF  SECRETARY  113 

g.     State  educational  secretary 

In  the  interests  of  its  general  promotion  and  extension 
in  seven-eighths  of  the  Associations  without  any  special 
local  supervision,  there  is  seen  the  great  desirability  and 
often  necessity  for  a  state  educational  secretary.  In  a  few 
states,  one  of  the  state  secretaries  gives  a  portion  of  his 
time  to  such  work,  or  other  men  are  secured  for  a  few  days 
or  weeks  to  aid  the  state  in  its  promotion.  One  state 
employs  an  experienced  man  to  give  his  entire  time  to  such 
service.  ' 

h.    The  title  of  secretary  rather  than  director 

In  a  movement  of  such  size,  complexity,  and  of  unlimited 
extension  as  the  Young  Men's  Christian  Association,  it  is 
quite  essential  that  appropriate  terminology  be  used.  Promi- 
nent business  men  long  in  the  highest  counsels  of  the  move- 
ment, leading  Association  officers,  and  the  great  majority 
of  educational  secretaries  advise  the  change  from  the  word 
director  to  the  title  of  secretary  for  the  following  reasons: 

(1)  In  the  Association  movement  the  term  director  has 
been  used  from  the  beginning  to  designate,  and  hence  more 
properly  belongs  to,  the  volunteer  and  unsalaried  service 
of  the  20,000  Christian  business  men — the  laity  of  the 
Church — now  forming  the  boards  of  directors  and  commit- 
tees of  management  of  the  various  Associations.  For  the 
employed  and  salaried  officers  of  the  Association  to  assume 
the  same  title  is  both  discourteous  and  confusing. 

(2)  The  term  director  is  similarly  used  in  the  vast 
majority  of  other  organizations,  business  enterprises,  cor- 
porations, banks,  manufacturing  companies  and  the  like,  to 
designate  the  unsalaried  and  volunteer  forces  standing 
between  the  public  and  the  business  they  represent,  for  the 
best  good  of  both.  In  only  a  relatively  small  number  of 
organizations  is  the  director  a  salaried  man,  the  employed 


114  ASSOCIATION  EDUCATIONAL  WORK 

officers  being  either  secretaries,  managers  or  superintendents 
and  their  assistants. 

(3)  The  great  majority  of  the  Association  employed 
officers  at  present  are  rightly  called  secretaries  as,  general, 
membership,  social  work,  assistant,  rehgious  work,  boys', 
state,  railroad,  county,  army  and  navy,  industrial,  student, 
colored,  international,  foreign,  etc. 

(4)  The  highest  precedent  in  America  affords  an  example 
of  sufficient  prestige  for  us  to  follow  even  if  Association 
experience  were  lacking.  In  the  president's  cabinet  of  the 
United  States  government  at  Washington  we  do  not  find 
the  director  of  war,  director  of  agriculture,  director  of  the 
treasury,  or  director  of  state.  All  of  these  highest  salaried 
men  of  the  cabinet  are  secretaries.  In  view  of  these  and 
other  similar  reasons  the  Educational  Secretaries'  Associa- 
tion in  June,  1911,  unanimously  voted  to  use  the  title  of 
secretary  instead  of  director. 

4.     Necessity  for  Training 
a.    Importance 

Association  educational  work  is  a  growing  movement. 
To  be  of  service  in  it  men  must  grow  and  this  requires  con- 
tinual study,  reading,  thinking  and  first-hand  knowledge  of 
all  kinds  of  educational  activities  among  boys  and  men. 

Ex-President  Eliot  of  Harvard  said,  'The  destiny  of  the 
nation  in  any  direction,  as  educational,  engineering,  social, 
vocational  or  religious,  is  in  the  hands  of  the  professionally 
trained  man."  W.  T.  Harris,  former  United  States  Com- 
missioner of  Education,  after  sixty  years  of  educational 
experience,  said,  "The  average  teacher  stops  growing  in  two 
or  three  years  after  he  has  attained  a  fair  degree  of  success, 
while  the  professionally  trained  person  is  more  likely  to 
continue  growing  through  his  life  career." 

Above  all  things  Association  service  demands  men  of 
increased  executive  ability,  of  a  high  type  of  leadership,  and 


NECESSITY  FOR  TRAINING  115 

especially  of  a  broader  and  more  efficient  training.  If  our 
educational  work  is  to  keep  pace  with  the  other  movements 
of  the  times  and  to  continue  to  meet  the  needs  of  men  and 
boys  for  character  building  we  must  do  these  three  things : 

(1)  Largely  increase  our  standards  of  admission  to  the 
employed  force. 

(2)  Develop  and  train  only  those  carefully  selected  men 
who  possess  the  peculiar  qualities  needed  for  successful  ser- 
vice in  this  work. 

(3)  Help  each  man  thus  selected  to  grow  year  by  year. 
Association  educational  work  has  developed  to  such  an 

extent  and  involves  so  large  a  variety  of  effort  that  its  suc- 
cessful leadership  demands  qualities  and  training  such  as  are 
needed  for  the  conduct  of  large  educational  enterprises. 

b.  Training  schools 

The  established  training  schools  of  the  Young  Men's 
Christian  Association  at  Springfield,  Mass.,  and  Chicago, 
111.,  afford  splendid  opportunities,  through  their  regular 
courses  of  study,  to  give  many  young  men  appropriate 
training  for  general  Association  work.  Other  things  being 
equal  the  educational  secretary  with  such  a  general  training 
for  Association  work  will  be  of  greater  service  than  other- 
wise. Foundation  training  in  general  principles,  policies 
and  the  history  of  Association  work  coupled  with  a  thorough 
training  in  Bible  study.  Church  history  and  the  like  makes 
the  best  foundation  on  which  to  build  special  training  for 
a  secretary  in  any  department  of  the  work. 

With  the  further  growth  of  the  movement,  which  is  ex- 
pected, some  special  courses  for  the  more  definite  training 
of  educational  secretaries  may  be  added  to  the  privileges 
of  these  training  schools. 

c.  Summer  institutes 

To  help  meet  some  of  the  above  needs  among  these  men, 
and  to  enable  those  who  attend  to  grow  in  vision,  inspira- 


116  ASSOCIATION  EDUCATIONAL  WORK 

tion  and  efficiency,  the  summer  institutes  have  been  con- 
ducted for  educational  secretaries  for  four  years  at  Lake 
Geneva,  Wis.,  and  for  six  years  at  Silver  Bay,  N.  Y.  Simi- 
lar training  will  soon  be  provided  in  two  or  three  additional 
centers.  Carefully  arranged  two-year  and  three-year 
courses  are  given  under  the  leadership  of  experienced 
Association  officers.  General  secretaries,  educational  secre- 
taries, and  educational  authorities  outside  the  Association 
give  instruction,  conduct  conferences,  give  addresses  and 
in  these  and  other  ways  afford  stimulation,  inspiration  and 
really  effective  help  which  cannot  be  gained  as  well  in  any 
other  way.    (See  appendix.) 

d.    Reading  courses 

To  supplement  the  work  of  the  summer  institutes  and 
stimulate  the  men  to  mental  growth,  help  them  to  keep  up 
with  the  times,  and  thus  develop  efficiency,  reading  courses 
are  required  of  all  educational  secretaries  in  connection 
with  and  in  addition  to  the  summer  institute  work.  A  writ- 
ten examination  on  each  book  thus  read  is  required  as  a 
part  of  the  course. 

The  following  are  the  books  the  systematic  reading  of 
which  is  thus  required  during  the  year  preceding  the  insti- 
tutes of  1912 : 

First  year 

1.  Educational  Reformers,  Quick. 

2.  The  Efficient  Life,  Gulick. 

3.  Vocational  Training,  Snedden. 

4.  Practical  Idealism,  Hyde. 

5.  Challenge  of  the  City,  Strong. 

Second  year 

1.  History  of  Education,  Davidson. 

2.  Youth,  Stanley  Hall. 

3.  Vocational  Guidance,  Bloomfield. 

4.  Changing  Conceptions  of  Education,  Cubberly. 

5.  Christianizing  the  Social  Order,  Rauschenbusch. 


TRAINING  FOR  SERVICE  117 

Third  year 

1.  Psychological  Principles  of  Education,  Home. 

2.  Education  of  the  Will,  Payot. 

3.  Genesis  of  the  Social  Conscience,  Nash. 

4.  Psychology  of  Religious  Experience,  Warner. 

5.  The  Worker  and  the  State,  Dean. 

e.    Training  centers 

Most  helpful  service  is  being  given  in  a  number  of  the 
larger  Associations,  called  training  centers,  in  which  definite 
courses  of  reading,  study,  conference  and  discussion  are 
conducted  during  the  fall  and  winter  session.  These  courses 
are  attended  by  local  employed  officers  and  others  looking 
toward  increased  efficiency  in  service.  Such  courses  include 
Bible  study.  Association  history,  principles  and  organization, 
Association  methods  and  the  like.  These  training  centers 
for  Association  men  compare  favorably  with  the  apprentice 
or  continuation  schools  in  business  and  manufacturing  lines. 

Number  of  Men  Employed  as  Educational  Secretaries  and 
Assistants 

Including  86  Men  Employed  Pull  Time  as  Heads  of  Departments 
and  Teachers 
1890       0 
1808       !■ 
1895       5^ 


1898  12 

1900  25 

1908  42 
1906  74 

1909  96 
1911  120 


5.     Study  of  the  Field 

It  is  impossible  to  speak  too  strongly  on  the  importance 
of  an  intelligent,  adequate  and  more  or  less  continuous 
investigation   of   men   and   boys — their   conditions,    needs. 


118  ASSOCIATION  EDUCATIONAL  WORK 

desires  and  training;  of  the  tendencies  of  the  times,  and  of 
the  various  facilities  and  movements  at  work  educationally, 
in  order  that  intelligent  service  may  be  rendered.  Without 
such  careful  study  of  the  local  field  efforts  are  likely  to  be 
confused  and  inefficient.  Investigations  and  surveys  of  all 
kinds  are  the  increasing  order  of  the  day,  and  when  wisely 
made  help  Association  officers  to  know  their  community  and 
its  needs  and  thus  make  more  effective  plans. 

In  addition  to  conferences  with  employers,  foremen  and 
other  leaders  in  commerce,  industry  and  business,  the  educa- 
tional committee  and  secretary  will  make  a  careful  study  of 
the  principal  occupations  and  vocations  of  the  community — 
whether  rural,  city,  railroad,  or  industrial — to  discover  pecu- 
liar present-day  needs  of  males  between  14  and  40  years  of 
age.  In  addition  this  committee  must  as  faithfully  study  the 
young  men  themselves,  at  their  homes,  in  groups,  where 
they  are  employed,  or  at  receptions  in  order  to  discover 
their  habits  and  temptations,  their  training  and  desires,  their 
weakness  and  strength,  to  the  end  that  appropriate  means 
may  be  taken  to  meet  such  needs. 

While  much  of  this  study  may  be  continuous  throughout 
the  year  yet  perhaps  the  best  studies  have  been  made  between 
January  and  June.  Personal  interviews  with  foremen  in 
different  machine  shops,  for  instance,  is  followed  by  a  group 
conference  of  these  foremen  at  a  club  or  at  the  Association, 
at  which  the  educational  committee  and  secretary  crystallize 
the  discovered  needs  among  the  men  thus  interviewed  or 
the  bodies  of  men  with  whom  they  are  most  closely  related. 
Peculiar  needs  of  these  men  are  described,  steps  taken  to 
meet  such  needs,  teachers  are  secured,  advertising  begun 
and  classes  opened  as  the  result.  Similarly  a  conference 
with  foremen  in  other  lines  of  allied  industries  which  have 
differing  but  equally  urgent  needs.  This  practice  has  re- 
sulted in  solving  the  local  question  as  to  what  the  Associa- 
tion best  could  do  educationally.     The  results  more  than 


STUDY  OF  FIELD  119 

warrant  expenditure  of  effort  and  are  found  to  be  among 
the  best  and  most  necessary  investments  made  by  such 
Associations. 

a.  Needs  of  men  and  boys 

The  following  outline  has  been  used  in  a  number  of 
places:  From  the  census  and  other  similar  reports  may  be 
found — the  number  of  males  of  various  ages,  the  number 
of  employed  boys  in  various  industries,  the  number  of  those 
who  cannot  speak  English,  the  different  pursuits  of  men 
according  to  government  classification.  From  visits  and 
interviews,  the  attainments,  home  life,  factory  conditions, 
the  hours  of  labor,  time  of  work,  efforts  of  employers,  wel- 
fare service,  and  other  conditions  and  efforts  to  meet  the 
situation,  are  discovered. 

b.  Existing  educational  facilities 

From  public  reports,  school  records,  interviews  with  local 
educational  leaders  and  others,  information  may  be  gained 
concerning: 

(1)  Public  day  schools.  As  to  the  number  and  kinds  of 
boys  in  each  grade,  through  the  four  years  of  primary,  four 
years  of  grammar,  and  four  years  of  high  school ;  the  num- 
ber graduating ;  the  total  number  in  reach  who  are  of  school 
age ;  the  subjects  taught  in  the  high  school ;  the  measure  of 
attention  given  to  vocational  training  either  commercial  or 
industrial. 

(2)  Public  night  schools.  As  to  the  subjects  taught, 
number  of  students  with  their  ages  and  attendance,  the  effi- 
ciency of  instruction,  attractiveness  of  the  subjects  to  boys 
and  men,  the  extent  to  which  students  continue  in  attend- 
ance. 

(3)  Public  vacation  schools. 

(4)  Commercial    schools    and    business    colleges.      The 


120  ASSOCIATION  EDUCATIONAL  WORK 

nature  of  their  work,  as  day  or  night,  tuition  fees,  number 
of  students  with  their  ages,  their  elements  of  strength  or 
weakness  in  meeting  present-day  needs. 

(5)  Private  and  parochial  schools.  Number  of  students 
and  kind  of  work  done. 

(6)  Industrial  or  technical  institutes  and  schools.  Kind 
of  work  done,  students,  tuition  fees  and  so  on. 

(7)  Apprentice,  continuation,  or  other  forms  of  part- 
time  schools  for  employed  boys.  The  nature  and  extent  of 
the  work  done,  number  of  students,  expense  and  other  simi- 
lar items. 

(8)  Private  tutors.  Their  aim,  nature  and  extent  of 
work,  fees,  and  results. 

(9)  Libraries.  Number  and  kinds  of  books,  their  use- 
fulness as  a  working  or  reference  library,  by  what  kinds 
of  males  they  are  used  and  how  extensively,  methods  of 
arousing  interest. 

(10)  Lecture  courses  and  university  or  high  school 
extension  work,  or  the  equivalent. 

(11)  Clubs  open  to  young  men — literary,  vocational. 
Unions  conducting  study  or  reading  courses. 

c.  Attitude 

Attitude  towards  Association  educational  work,  learned 
by  interviews  and  conferences  with  educators,  employers, 
laborers  and  other  leaders  of  public  opinion,  and  from 
young  men  themselves. 

d.  Conserving  results 

(1)  Appropriate  card  or  filing  systems  are  increasingly 
used. 

(2)  The  making  of  research  or  location  maps  for  the 
community,  leading  factories,  districts  where  available  men 
and  boys  live,  the  schools  of  various  kinds,  churches,  social 
settlements,  and  good  clubs ;  together  with  the  agencies  that 


Course  in  Piano  Design— Union  Branch,  New  York 


Civics  and  City  Welfare— Portland,  Ore. 


(Jlee  Cllij  and  Music  Class— York,  Pa. 


STUDY  OF  FIELD  121 

tend  to  drag  men  down,  as  the  saloon,  evil  resorts  and  other 
demoralizing  influences. 

(3)  Carefully  tabulate  the  facts  and  make  honest  deduc- 
tions. Herein  is  shown  the  ability,  the  Christian  good  sense 
and  leadership  of  the  most  experienced  Association  officers. 
The  conclusions,  both  written  and  graphic,  must  be  of  such 
a  nature  that  any  citizen  can  quickly  see  the  existing  needs 
of  his  own  community  more  clearly  than  ever  before  and 
be  led  to  take  active  steps  to  improve  conditions. 

e.    The  value  of  such  a  study 

(1)  Such  investigation  reveals  the  kind  of  instruction 
needed  by  boys  and  men,  or  by  commercial,  industrial  or 
manufacturing  interests;  it  shows  the  subjects  most  likely 
to  be  in  demand  and  the  time  when  instruction  can  best  be 
g^ven  to  different  bodies  of  males,  as  day,  evening,  summer 
or  winter.  It  reveals  the  elements  of  strength  and  weak- 
ness in  other  educational  agencies;  it  shows  what  periodi- 
cals may  be  added  to  the  reading  room  and  how  to  get  them 
read;  what  books  to  add  to  the  Association  library;  what 
talks  and  lectures,  clubs,  classes  and  other  similar  work 
may  be  organized. 

(2)  Such  a  study  reveals  the  equally  important  service 
of  discovering  men  who  can  be  used  in  meeting  educational 
needs.  This  will  include  committeemen — progressive,  alert, 
business  and  professional  men ;  teachers — adaptable,  sym- 
pathetic, enthusiastic,  technically  trained,  if  possible;  men 
to  give  practical  talks ;  club  leaders ;  men  or  families  to  sup- 
port or  endow  educational  features. 

Among  the  most  successful  educational  and  social  com- 
munity leaders,  the  slogan,  "Know  your  own  community," 
is  increasingly  popular  and  effective.  To  this  end  no  Asso- 
ciation officer  should  fail  to  read,  "The  Inter-Relation  of 
Social  Movements,"  by  M.  Richmond,  5  cents;  and  "What 
Social  Workers   Should  Know  about  their  own  Commu- 


122  ASSOCIATION  EDUCATIONAL  WORK 

nities,"  by  M.  F.  Byington,  10  cents ;  both  pamphlets  secured 
of  the  Russell  Sage  Foundation,  105  East  22d  Street,  New 
York. 

6.     Cultivating  Interest 

a.  Importance 

Some  desire,  more  or  less  strong,  should  exist  or  be 
awakened  for  the  operation  of  educational  clubs,  practical 
talks,  lectures,  class  instruction  in  one  or  more  subjects,  or 
other  forms  of  educational  endeavor.  Such  interest  is  more 
apt  to  be  found  in  places  with  good  schools,  public  or  pri- 
vate, day  or  evening,  where  educational  facilities  are  re- 
spected and  appreciated.  In  such  cities  it  is  comparatively 
easy  to  organize  and  operate  educational  features  of  various 
kinds  in  the  Association.  In  cities  where  education  is  not 
appreciated,  where  schools  are  few  and  poor,  it  will  be 
harder  to  organize  this  work  though  it  be  far  more  needed. 
In  these  places  interest  must  be  created  and  developed.  This 
work  is  a  privilege  and  a  pioneer  service  to  young  men  and 
to  the  city  which  may  require  constant,  patient  and  vigorous 
effort  for  years,  but  which  is  amply  repaid  by  the  perma- 
nent character  of  results. 

Desired  interest  is  created  through  the  various  ways  of 
presenting  the  general  needs  of  education,  showing  the 
opportunity  and  rewards  of  increased  ability,  training  and 
skill  among  young  men  as  a  whole;  and  especially  giving 
definite  cases  of  men  who  have  secured  positions,  promo- 
tions and  increased  salaries  as  a  result  of  their  taking 
advantage  of  the  educational  features.    See  pages  7-19. 

b.  Methods 

The  chief  means  of  awakening  interest  are : 
(1)  The  public  press  in  its  items  of  news,  weekly  or 
daily,  calling  attention  to  the  various  features,  the  success- 
ful results  and  interesting  events. 


CULTIVATING  INTEREST  123 

(2)  The  frequent  encouraging  mention  of  the  work  by 
the  clergy,  teachers  and  other  public  and  professional 
leaders.  To  this  end  all  such  persons  should  be  made  con- 
tinually acquainted  with  the  work. 

(3)  The  use  of  exhibits,  stereopticon,  motion  pictures 
and  other  visualized  instruction  both  in  and  out  of  the 
building,  and  in  places  where  large  numbers  of  men  are 
gathered  or  employed. 

(4)  The  invitation  of  non-members  to  opening  services 
or  to  a  few  particularly  attractive  and  valuable  lectures  or 
other  exercises. 

(5)  Personal  solicitation.  More  than  ever  it  is  neces- 
sary to  go  to  the  young  men  rather  than  expect  them  to 
come  to  us.  What  would  become  of  insurance  or  invest- 
ment companies  if  they  did  no  more  than  circulate  the 
printed  notices  of  their  work?  The  success  of  the  large 
enrolments  in  many  kinds  of  schools  today  is  in  proportion 
to  the  aggressive  personal  seeking  and  securing  of  students 
by  agents  and  solicitors. 

(6)  The  best  means  for  permanently  reaching  and  help- 
fully influencing  the  hearts  and  lives  of  young  men  is  by 
quality  and  quantity  of  the  work  done  and  the  good  results 
produced.  No  amount  of  good  advertising  and  other  similar 
means  of  attracting  men  can  equal  that  of  the  interested 
member  who  has  had  more  of  value  received  than  he  ex- 
pended. Neither  can  any  amount  of  temporary  interest 
overcome  the  evil  effects  of  poor  work  done. 

7.    Advertising 
a.    Importance 

That  it  pays  to  advertise  is  not  questioned  today,  but 
what  kind  of  advertising  pays  best  and  how  much  should 
be  spent  thereon  is  another  matter.  Poor  advertising  pays 
poorly,  if  at  all:  good  advertising  brings  large  returns. 
Association  experience  proves  that,  like  any  business  enter- 


W  52  H 

owe 


ADVERTISING  125 

prise,  it  must  advertise  or  talk  about  the  things  it  has  to 
"sell,"  and  good  "talk"  or  good  advertising  invariably  pro- 
duces results. 

b.  Cost  of  advertising 

Association  experience  proves  that  it  is  wise  to  provide 
each  year  a  definite  educational  advertising  appropriation 
w^hich,  according  to  local  conditions,  may  vary  from  five 
to  fifteen  per  cent  of  the  local  educational  budget.  For  the 
promotion  of  special  features  or  courses,  large  advertising 
expenses  are  often  justified.  It  is  always  vital  to  decide 
upon  the  items  to  be  advertised,  how  the  campaign  should 
be  conducted,  about  how  much  is  to  be  spent,  and  then  make 
every  cent  pay.  Well-conducted  Associations  lay  out  adver- 
tising campaigns  in  advance,  make  budget  appropriations, 
largely  upon  experience  of  the  preceding  year,  and  keep 
careful  record  of  money  spent,  advertising  medium  used 
and  results. 

c.  Advertising  principles 

A  few  general  advertising  principles  have  practically 
become  maxims  among  up  to  date  Associations. 

(1)  Spasmodic  advertising  never  pays.  Only  consistent, 
persistent  effort  wins  attention. 

(2)  An  advertising  campaign  must  begin  in  plenty  of 
time.  You  can't  hurry  advertising  because  you  can't  hurry 
people. 

(3)  Don't  expect  big  immediate  returns. 

(4)  Don't  always  expect  direct  returns.  The  indirect 
results  almost  always  exceed  the  direct. 

(5)  Advertising  must  be  particularly  adapted  to  those 
whom  it  especially  aims  to  reach. 

(6)  Advertising,  to  reach  people,  must  contain  a  human 
element  or  a  personal  appeal.  Advertising  is  only  written 
"talk." 


126  ASSOCIATION  EDUCATIONAL  WORK 

(7)  Cheap  advertising  never  pays.  It  cheapens  the  ad- 
vertiser. 

(8)  Good  advertising  should  be  backed  up  with  a  good 
"follow-up"  system. 

(9)  Each  advertisement  strengthens  or  weakens  every 
other  one.  See  that  each  one  has  the  "strengthening"  ele- 
ment. 

(10)  Cumulative  returns  are  the  best  measures  of  adver- 
tising values. 

(11)  Personal,  hand-to-hand  advertising,  in  itself  and 
alone,  pays  best. 

(12)  Advertising  matter  handled  in  the  shape  of  news 
brings  good  returns. 

d.    Methods 

Some  of  the  best  advertising  methods  followed  by  Asso- 
ciations are  suggested  by  an  experienced  educational  secre- 
tary, as  follows: 

(1)  General  booklet  showing  all  educational  features — 
(a)  Good  printing  in  one  or  two  colors  with  snappy  illus- 
trations, (b)  Mention  all  principal  features,  as  gymnasium, 
boys'  work,  religious,  social,  employment,  dormitories, 
swimming  pool,  (c)  Schedule  the  days,  hours,  places,  terms 
of  all  educational  features,  (d)  With  or  without  business 
advertisements,  (e)  Send  to  entire  membership,  all  inquir- 
ers, any  others  interested,  other  Associations,  libraries,  per- 
sons in  prominent  positions  who  ought  to  know  of  the  work. 

(2)  Leaflets  or  circulars  of  special  features  or  separate 
subjects,  as  the  automobile  school,  the  commercial  subjects, 
the  courses  in  drawing,  and  so  on,  are  used  with  much  profit. 
It  is  desirable  to  show  pictures  of  class  and  of  instructor; 
to  use  good  printing  in  one  or  two  colors ;  to  use  size  con- 
venient for  pocket;  to  distribute  in  the  Association  building 
and  arrange  them  in  a  special  case  in  business  offices,  fac- 
tories and  places  where  men  are  employed,  and  at  special 


ADVERTISING  127 

meetings,  also  send  to  homes.  It  is  also  desirable  to  send 
same  with  a  letter  under  two-cent  stamp  to  all  inquirers,  to 
lists  classified  from  the  directory,  from  the  telephone  book, 
from  employees  of  companies,  all  the  committee  forces  of 
the  Association,  newspapers,  schools,  commercial,  indus- 
trial, trade  and  other  leaders  of  all  kinds  who  should  know 
about  the  important  growing  work. 

Special  circulars  and  follow-up  letters  made  on  multi- 
graph,  mimeograph  or  writerpress,  with  name  of  party  filled 
in  or  omitted,  and  sent  under  two-cent  stamp. 

(3)  Blotters,  calendars  and  other  service  advertisements, 
announcing  special  features,  or  all  privileges,  distributed  as 
above,  also  to  offices,  homes  and  all  places  where  men  and 
boys  may  be  found  and  interested. 

(4)  Cultivate  magazines,  tracts  and  newspapers;  advise 
paid  advertisement  in  classified  space  with  "key"  for  check- 
ing; also  write-up  of  special  classes  or  features  with  live 
illustrations  for  special,  educational  or  occasional  Sunday 
editions. 

(5)  Bulletin  and  bill  boards.  Bulletin  boards  four  feet 
by  six  feet  outside,  near  the  entrance  to  building,  also 
smaller  boards  two  feet  by  three  feet  in  the  building  near 
elevator  or  entrance  or  in  prominent  places  on  main  floor, 
are  very  desirable.  Large  bill  boards  may  be  rented  from 
advertising  companies.  Small  bill  boards,  two  feet  by  three 
feet,  owned  by  the  Association,  may  be  portable  and  moved 
about  in  any  part  of  the  city  on  proper  permission. 

(6)  Window  cards  in  factories  near  time  clock,  business 
houses,  hotels,  barber  shops,  on  church  bulletin  boards,  in 
street  cars,  and  every  other  place  frequented  by  the  public 
are  very  helpful.  These  may  be  secured  of  the  Association 
Press  for  $5  to  $7  per  100  cards. 

(7)  Miscellaneous  methods  include  a  banner  across  the 
street  stating  the  facts  and  dates;  a  large  sign  on  side  of 
building   when    properly   exposed;    stereopticon   views    of 


128  ASSOCIATION  EDUCATIONAL  WORK 

classes  and  other  features  shown  at  receptions,  entertain- 
ments, factory  talks,  church  and  young  people's  society  ses- 
sions, clubs  and  so  on;  slides  of  announcements  in  moving 
picture  shows ;  shop  talks ;  announcements  at  Sunday  meet- 
ings; souvenir  post  cards  of  specially  attractive  features  or 
events;  a  paid  solicitor  to  follow  up  inquiries;  exhibition 
of  work  and  pictures  at  auto,  aeronautic,  business  and  other 
public  exhibits.  New  Year's  receptions,  etc. 

(8)  Photographs  of  classes,  banquets  and  so  on,  properly 
used,  always  prove  to  be  the  best  kind  of  advertising  matter. 
Educational  banquets  in  themselves  are  good  advertising 
schemes,  particularly  if  good  speakers  are  present  and  the 
newspapers  give  reports  of  the  proceedings.  One  Associa- 
tion advertised  the  work  of  its  window  trimming  class  by 
trimming  show  windows  for  different  merchants.  This 
attracted  a  great  deal  of  attention  in  the  city.  The  adver- 
tising class  in  another  Association  aroused  considerable 
interest  in  the  community  by  helping  certain  merchants  in 
their  advertising.  One  merchant  reported  a  gain  of  30  per 
cent  in  his  business  in  a  few  weeks.  This  was  first-class 
advertising. 

(9)  The  monthly  or  weekly  bulletin  of  the  Association, 
often  edited  by  the  educational  secretary,  should  contain 
well-written  notices,  have  special  educational  numbers,  etc. 
Notices  for  announcement  may  very  often  be  inserted  in 
the  weekly  church  calendar,  the  Sunday  school  paper,  the 
church  bulletin  board,  and  publicly  announced  by  the  pastor 
or  superintendent. 

(10)  The  very  best  kind  of  advertising,  however,  is 
"goods"  actually  delivered  by  the  educational  or  any  other 
department.  The  students  themselves  are  the  best  adver- 
tisements and  advertisers.  "Talk"  from  them  goes  a  long 
way.  Associatioii"  advertising  that  cannot  be  backed  up  with 
intrinsic  value  is  worse  than  nothing.  One  of  the  worst 
criticisms  that  can  be  made  of  any  Association  is  that  it  does 


Educational  Institute— Lake  Geneva,  Wis.,  1910 


Educational  Institute— Silver  Bay,  N.  Y.,  IHIO 


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ADVERTISING  129 

not  represent  facts.  Exaggerated,  doubtful  or  untruthful 
statements  or  representations  of  any  character  are  mis- 
leading and  damaging.  The  Association  must  always  be 
able  to  "make  good."  Contented  customers  are  the  best 
advertisers. 

Large  Gifts  for  Education 
(Outside  of  Public  Schools) 


1890  $  23,500,000 
1895  82,000,000 
1900  79,500,000 
1906  93,000,000 
1911  114,000,000 


c.    Preparation  of  advertising  matter 

"Ad-writing"  is  a  business  and  an  art  in  itself.  A  knowl- 
edge of  some  of  the  principles  would  be  useful  in  Associa- 
tion educational  advertising  and  it  ought  logically  to  set 
the  pace  for  the  rest  of  the  Association  publicity,  particu- 
larly in  those  Associations  conducting  advertising  classes. 

Given:  The  feature  to  be  advertised.  (Lectures,  prac- 
tical talks,  class  work,  general  privileges,  etc.) 

(1)  Analyze  it.  Pick  out  the  important  thing.  Find  the 
right  words  to  express  the  idea.  Use  short,  simple,  well- 
known  words  or  brief,  pithy,  sharp  or  pointy  sentences. 

(2)  Analyze  carefully  the  interests  of  those  whom  you 
want  to  reach.  Determine  what  your  probable  "customer" 
could  or  would  see  in  that  which  you  have  to  advertise. 

(3)  Bring  these  two  sets  of  ideas  together.  Combine 
and  cut  and  boil  down  carefully,  being  sure  not  to  sacrifice 
distinctness,  positiveness  or  pleasant  impressions. 

(4)  Use  pointed  leaders,  strong  arguments,  clear  details. 
Use  natural,  not  stilted  language.  Avoid  frills.  Be  specific. 
Be  original  without  being  freakish.  The  "ad"  must  take 
the  place  of  the  spoken  word.    Be  dignified. 

(5)  Put  the  primary  thought  forward  first  Of  at  least  so 


130  ASSOCIATION  EDUCATIONAL  WORK 

that  it  attracts  attention  first.  Let  it  dominate  though  not 
exclude  other  things.  The  value  of  an  advertisement  is 
measured  by  the  success  with  which  it  attracts  involuntary 
attention.  For  this  reason  do  not  use  unfamiliar  words  or 
vague  phrases. 

(6)  If  a  cut  is  used  it  should  contribute  something.  It 
stands  for  a  certain  amount  of  reading  matter. 

(7)  Do  not  present  all  your  arguments  at  once.  It  is 
better  to  force  them  home  one  at  a  time  even  though  it  may 
be  more  expensive. 

(8)  The  "direct  command"  has  a  strong  element  of  value, 
begetting  immediate  action. 

(9)  Preserve  a  continuity  of  thought  through  the  whole 
advertisement  and  conclude  sharply  and  concisely.  Don't 
let  it  straggle  or  "peter"  out. 

(10)  Do  not  attempt  to  crowd  too  much  into  any  adver- 
tisement.   Too  much  is  as  bad  as  none  oftentimes. 

f.    Advertising  "Make-up" 

Advertising  doesn't  stop  with  the  mere  writing,  however. 
What  is  technically  known  as  "make-up"  is  just  as  impor- 
tant. There  are  rules  and  principles  for  this,  too,  as  well 
as  for  "ad-writing."    Here  are  a  few  of  them : 

(1)  Use  plain  types — old  Roman,  for  instance.  Avoid 
unusual  styles.  Use  right  proportioned  fonts  or  sizes — not 
too  large  nor  too  small.    Avoid  mixtures  of  different  styles. 

(2)  Arrange  matter  in  "spots,"  that  is,  bunch  ideas  and 
words  and  phrases  and  leave  plenty  of  blank  space.  The 
latter  is  almost  as  valuable  as  the  filled  space.  Leave  good 
margins. 

(3)  Use  "rules"  as  little  as  possible. 

(4)  Avoid  irrelevant  designs  and  printers'  decorations. 

(5)  Use  white  paper  or  light  tints  and  use  inks  which 
will  blend  nicely — as,  for  instance,  a  light  green  paper  and 
a  dark  green  ink. 


ADVERTISING 


131 


(6)  For  striking  advertising  observe  the  principles  of 
color.  There  are  certain  combinations  which  .are  both  effec- 
tive and  pleasing  to  the  eye,  but  there  are  others  always  to 
be  avoided.    Do  not  offend  good  taste  in  color  arrangements. 

(7)  Avoid  awkward  shapes  and  sizes  in  folders,  hand- 
books, circulars  and  printed  matter  of  all  kinds. 

(8)  Seek  simplicity.  , 

By  observing  the  business,  artistic,  psychological  and 
human  elements  and  principles  entering  into  modern  adver- 
tising, to  which  partial  reference  is  made  herewith.  Asso- 
ciations should  be  able,  largely,  to  increase  even  more  the 
effectiveness  of  money,  time  and  effort  spent  in  enlisting 
the  active  interest  of  men  and  boys  that  the  Association 
tries  to  help. 


About  14  per  cent  of  the  Association  membcrshin  is  found  in  Association 
educational  classes,  pursuing  definite  courses  of  study.  In  the  South  Central 
States  this  proportion  is  less  than  6  per  cent ;  in  the  Dominion  of  Canada  it 
is  nearly  7  per  cent;  in  the  South  Atlantic  States  it  is  nearly  8  per  cent;  in 
the  North  Central  States  it  is  over  13  per  cent:  in  the  North  Atlantic  States 
about  16  per  cent  and  in  the  Western  and  Pacinc  Coast  States  it  is  nearly  17 
per  cent. 


132  ASSOCIATION  EDUCATIONAL  WORK 

8.    Equipment 

In  addition  to  successful  qualities  of  leadership,  efficient 
administration  will  need  appropriate  provision  made  for 
the  work  in  equipment,  including  the  number,  arrangement 
and  furnishing  of  proper  rooms.  With  the  number  of  large 
Association  buildings  provided  during  the  past  decade 
(1902-1912,  an  increase  in  property  from  about  $30,000,000 
to  over  $80,0000,000)  the  equipment  for  educational  fea- 
tures has  quadrupled  and  is  still  increasing.  Experience 
shows  that  the  approach  to  the  educational  department  for 
all  men  should  be  through  the  front  entrance  of  the  build- 
ing and  the  lobby,  past  the  general  counter  and  check  room, 
near  the  lunch  room  and  other  main  privileges. 

a.  Boys*  rooms 

The  boys  should  have  a  separate  entrance  and  usually 
separate  class  and  club  rooms.  If  boys  and  men  use  the 
same  rooms  they  should  have  different  hours.  The  educa- 
tional secretary  of  the  Association,  through  appropriate 
cooperation  with  the  boys'  work  secretary,  and  possibly 
through  a  trained  assistant,  promotes  the  educational  work 
among  boys.  The  arran'gement  of  rooms  and  equipment 
should  be  planned  even  more  carefully  for  the  boys  than 
for  the  men.  Depending  upon  the  activity,  the  size  of  the 
department  and  other  similar  conditions,  the  boys  will  need 
from  five  to  fifteen  rooms  for  class  work  in  a  large  city 
Association  boys'  department',  besides  one  or  two  club  rooms 
and  another  room  for  practical  talks,  with  furnishings  corre- 
sponding to  those  of  the  men.  See  chapter  VII.  Among 
Boys. 

b.  Outside  the  building 

In  planning  for  work  outside  the  building,  common  sense 
and  good  judgment  will  indicate  the  use  of  such  rooms  and 


EQUIPMENT  133 

equipment  as  are  available,  emphasis  being  placed  on  secur- 
ing as  far  as  possible  such  conveniences  as  will  contribute 
most  largely  to  successful  effort.    See  page  172. 


c.    Location  and  rooms,  in  Association  building 

In  new  building  plans,  the  educational  department,  where 
feasible,  should  be  located  on  one  or  more  floors,  as  the 
second  and  the  third  in  the  same  building  or  on  correspond- 
ing and  communicating  floors  of  attached  buildings,  where 
parts  of  the  two  are  devoted  to  boys'  work.  The  rooms 
should  be  equally  available  for  night  and  for  day  work.  Many 
may  be  used  alternately  by  different  educational  or  Bible 
classes,  conferences,  groups  or  committees.  In  small  Asso- 
ciations, with  practically  only  two  rooms  available  for  class 
work,  suggestions  are  made  on  page  75.  In  the  average- 
sized  modern  buildings  where  there  are  from  300  to  500 
members,  from  five  to  fifteen  rooms  are  desirable  for  the 
various  educational  features  for  men  and  boys.  In  larger 
Associations  from  eighteen  to  thirty-five  rooms  are  desirable, 
as  follows : 

(1)  The  educational  secretary's  office  should  be  centrally 
located  and  consist  of  two  parts,  both  having  outside  win- 
dows. One  part  should  be  15  x  20  feet  or  larger  and  used 
for  clerical  helpers  or  assistants,  provision  also  being  made 
for  the  sale  of  supplies.  The  private  office  should  be  at 
least  12  X  15  feet  in  size. 

(2)  The  study  room,  working  library  and  educational 
museum  or  exhibit  rooms,  situated  near  the  office  of  the 
educational  secretary,  should  be  large  enough  for  the  use 
of  at  least  forty  men  at  once,  each  man  having  twenty-five 
square  feet  of  floor  space.  Here  are  the  reference  or  work- 
ing library,  the  principal  periodicals  and  magazines  for 
students  and  also  for  general  membership  use,  and  the  tables 
for  study  and  research  purposes.    This  room  is  becoming 


134  ASSOCIATION  EDUCATIONAL  WORK 

an  increasingly  necessary  part  of  the  equipment,  and  stu- 
dents should  have  free  access  to  it  for  work  at  any  hour  of 
the  day  or  night.  It  is  the  intellectual  work  shop  and  the 
vital  center  of  the  educational  department.  In  this  or  an 
adjoining  room  provision  should  be  made  for  the  growth 
of  a  small  but  necessary  educational  museum,  including 
models,  designs,  and  the  various  work  of  students,  similar 
to  that  of  the  Pratt  Institute  in  Brooklyn,  or  the  Cooper 
Union  in  New  York.  Good  work  and  designs  of  students 
should  also  find  a  place  on  the  walls  of  other  rooms  and  cor- 
ridors of  the  buildings. 

(3)  A  number  of  Associations  find  it  very  helpful  to 
provide  a  faculty  room  adjoining  the  educational  secretary's 
office  which  may  also  be  used  as  a  club  room,  but  which  is 
primarily  the  headquarters  of  all  the  teachers  and  leaders 
of  educational  features.  Here  the  teachers  should  meet, 
as  in  Mechanics  Institute,  New  York,  for  a  few  moments 
before  the  class  work  of  the  day  or  evening  opens,  where 
they  may  receive  general  instructions,  secure  their  class 
record  books  and  other  materials.  If  a  public  reading  room 
is  desired  it  should  be  separate  from  the  study  room  in  the 
educational  department  and  possibly  located  near  the  main 
entrance  on  the  ground  floor  of  the  building. 

(4)  Two  to  four  club  rooms  should  be  provided,  each 
with  from  400  to  1,000  square  feet  of  floor  space.  A  few 
clubs,  such  as  the  camera,  air  brake  or  chemical  clubs,  re- 
quire special  equipment  for  their  regular  work.  All  such 
equipment  is  the  property  of  the  Association,  even  though 
purchased  and  used  by  the  club.  These  rooms  may  also  be 
used  for  Bible  study,  club  sessions,  conferences  or  other 
meetings. 

(5)  Small  lecture  room.  While  some  practical  talks  may 
be  given  in  the  lecture  room  and  others  in  the  club  rooms, 
yet  a  room  especially  for  this  purpose  is  often  desirable. 
It  may  well  be  located  between  the  boys'  and  men's  quarters 


EQUIPMENT  135 

and  used  by  both  departments,  and  should  easily  accommo- 
date 200  to  300. 

(6)  From  two  to  ten  or  more  class  rooms  for  commercial 
and  language  work.  These  may  be  of  different  sizes,  but 
none  smaller  than  400  square  feet,  and  preferably  adjoin- 
ing each  other.  Some  should  be  furnished  with  high  school 
desks,  one  with  office  desks  for  bookkeeping,  though  this  is 
not  essential,  and  the  other  rooms  with  tablet  chairs.  Each 
should  have  a  teacher's  desk.  The  most  modern  business 
colleges,  and  the  modern  Association  buildings  with  edu- 
cational equipment — Bedford  Branch,  Brooklyn,  Portland 
(Oregon),  Los  Angeles,  Kansas  City,  Detroit,  Philadelphia, 
Dayton — offer  good  illustrations  of  practical  equipment  for 
commercial  subjects. 

(7)  From  five  to  twelve  or  more  rooms  for  industrial, 
science  and  laboratory  work,  including  drawing,  electricity, 
chemistry  and  shop  work,  may  be  equipped  like  those  of 
the  Pratt  Institute,  Brooklyn,  or  the  Lewis  Institute,  Chi- 
cago, or  Mechanics  Institute,  New  York.  It  is  essential  that 
adequate  ventilation  be  insured,  and  that  speedy  outlet  be 
provided  for  all  poisonous  fumes  and  gases  resulting  from 
laboratory  work.  Hence  these  rooms  should  not  be  in  the 
interior  of  the  building,  neither  facing  a  court,  but  prefer- 
ably at  the  very  top,  or  at  least  facing  the  exterior  of  the 
building  and  connected  with  active,  direct  ventilation  flues. 
Each  desk  or  bench  should  have  several  individual  drawers 
so  that  it  can  be  used  at  different  times  by  from  two  to  four 
men.  A  drawing  table  with  four  drawers  can  be  seen  at 
the  Pratt  Institute,  at  the  New  York  Mechanics'  Institute, 
and  in  many  modern  Association  buildings. 

(8)  The  five  or  more  rooms  for  wood  and  iron  working, 
engineering,  trade  and  shop  practice  and  other  forms  of 
vocational  training  vary  in  different  localities.  In  planning 
their  arrangement  and  equipment,  study  of  the  plant  of  the 
Pratt  Institute,  a  few  modern  Association  buildings,  or  the 


136  ASSOCIATION  EDUCATIONAL  WORK 

best  manufacturing  concerns  is  suggested,  rather  than  an 
imitation  of  the  plans  and  equipment  for  purely  academic 
and  theoretical  work. 

(9)  Plumbing  and  pipe  fitting  require  stout  benches  set 
against  or  built  into  the  wall.  For  some  kinds  of  pipe  work 
a  series  of  benches  may  be  placed  in  line  in  the  center  of 
the  room.  They  should  be  covered  with  sheet-iron,  to  be 
proof  against  hot  solder.  The  piping  for  the  plumbing,  as 
well  as  for  the  other  laboratory  work,  should  be  put  in  when 
the  building  is  erected,  thus  saving  expense.  A  storeroom 
is  necessary  for  the  safe  keeping  of  tools  and  expensive 
supplies  in  these  subjects ;  such  materials  oifer  great  tempta- 
tion to  some  men  and  boys. 

(10)  Steam  engineering.  There  is  increasing  demand 
on  the  part  of  engineers,  machine  operatives,  janitors  in 
apartment  houses  and  school  buildings,  and  others,  for  a 
greater  knowledge  of  engine  practice  in  order  that  they  may 
secure  higher  grade  licenses.  Some  of  this  instruction  may 
be  given  in  an  ordinary  class  room,  but  the  work  will  be 
far  more  effective  and  appeal  more  to  men  if  it  is  supple- 
mented by  practical  work  inside  the  building.  Many  large 
Association  buildings  have  heating  and  power  plants.  At 
the  expense  of  very  little  extra  space — and  to  secure  which 
special  attention  should  be  given  to  the  architect — this  plant 
may  also  be  used  for  instruction  purposes.  To  this  end, 
there  should  be  free  space  around  the  pumps,  valves,  hot 
water  heaters  and  other  parts  of  the  plant.  The  boiler  set- 
ting can  be  so  placed  that  free  access  may  be  offered  to  all 
its  parts.  The  electric  lighting  switchboard  should  also  be 
arranged  so  that  students  can  get  practice  in  switchboard 
manipulation.  This  means  that  instead  of  building  it  into 
the  wall  it  should  be  set  three  feet  away  from  the  wall.  At 
small  expense  two  or  three  kinds  of  injectors  could  be  made 
a  part  of  the  equipment,  in  order  to  show  their  workings. 
The  vacant  space  in  the  engine  room  may  well  be  large 


Practical  Chemistry— WilVung row,  Dej 


^^^ 

School  in  Poultry  Raising— Houston,  Tex. 


Kducational  Ai>vkkusin(;  ln  Strekt- Brockton,  Mass. 


EQUIPMENT  137 

enough  for  a  class  of  twenty  seated  in  tablet  chairs,  the 
instructor  explaining  from  a  blackboard. 

(11)  Other  shop  work.  Some  Associations  are  already 
conducting  appropriate  apprentice  schools  in  machine,  sheet 
metal,  and  other  building  trade  lines,  and  this  work  will 
rapidly  increase.  Many  leaders  believe  that  the  teaching 
of  trades  in  general,  either  in  day  time  or  in  the  evening, 
or  both,  to  employed  boys  as  well  as  men,  will  soon  be  done 
extensively  by  the  Association.  If  so  space  should  be  pro- 
vided for  it.  A  number  of  Associations  already  have  sepa- 
rate buildings  for  technical,  trade,  apprentice  and  other 
shop  or  laboratory  work.  The  arrangement  for  such  work 
will  depend  upon  local  conditions. 

d.    Lighting  and  blackboards 

The  lighting  of  all  these  rooms  is  exceedingly  important. 
Diffused  lighting  by  means  of  electric  arc  lights — one  light 
for  every  200  square  feet,  and  not  less  than  two  in  each 
room — seems  to  be  the  best  for  drawing  and  ordinary  even- 
ing school  work.  Such  lights  are  usually  placed  near  the 
ceiling,  both  walls  and  ceilings  being  white.  The  source  of 
the  light  is  concealed  by  an  opaque  eighteen-inch  bowl- 
shaped  reflector,  lined  with  opal  glass.  The  next  best  light 
for  drawing  is  a  thirty-two  candle  power  drop  light  over 
each  ten  square  feet  of  drawing  table.  One  of  the  best 
systems  of  diffused  lighting  is  found  at  the  Pratt  Institute, 
and  also  at  the  New  York  Mechanics'  Institute. 

From  10  to  20  running  feet  of  blackboard  3.5  to  4  feet 
wide  and  3  feet  from  the  floor,  should  be  built  into  the  wall 
of  each  class  room.  In  addition,  one  or  more  portable 
blackboards  are  necessary.  Much  of  the  furniture  being 
portable,  it  can  be  adjusted  or  removed  when  the  rooms 
are  needed  for  other,  purposes.  Doors  from  public  corri- 
dors may  well  have  a  glass  panel,  thus  admitting  light  into 


138  ASSOCIATION  EDUCATIONAL  WORK 

the  corridors  and  reducing  the  need  for  opening  the  doors. 
Adequate  toilet  faciHties  on  each  floor  are  essential. 

9.     Student's  Equipment 

a.  Text  books 

Depending  upon  custom  and  local  arrangements,  each 
student  will  be  expected  to  provide  himself  with  material 
desirable  for  each  class,  educational  club  or  society  with 
which  he  becomes  connected.  The  text  books,  paper  and 
supplies  of  various  kinds  are  usually  found  on  sale  in  the 
building  at  about  cost  prices,  including  handling.  The 
material  for  a  course  in  bookkeeping,  at  from  $2  to  $4  per 
outfit,  will  usually  be  the  most  expensive  for  any  commer- 
cial, language,  or  many  of  the  science  subjects  pursued. 
In  some  of  the  industrial  subjects,  as  drawing,  in  the  labora- 
tory work  of  chemistry  and  electricity,  and  in  the  shop  work 
subjects  in  wood  and  metal,  the  expense  for  equipment  will 
be  greater. 

b.  Drawing  paper 

Good  drawing  paper  is  essential.  Many  kinds  are  on  the 
market.  For  mechanical  and  architectural  drawing,  paper 
like  "Whatmans,"  "peerless,"  "egg-shell,"  "German,"  and 
other  brands  that  will  take  both  pencil  and  ink  is  most 
desirable.  In  freehand  drawing,  a  rougher  grained  paper 
for  pencil  and  carbon  use  is  desirable.  The  sizes  of  paper 
recommended  are:  For  elementary,  11x15  or  15x23 
inches  ;  advanced  15  x  22  or  22  x  30  inches.  All  of  these 
sizes  are  appropriate  for  practical  purposes,  and  will  trim 
and  mount  easily  on  the  standard  size  cardboard  for 
exhibits.  Each  plate  or  drawing,  for  purpose  of  binding 
if  desired,  should  have  a  margin  of  one  and  one-half  inches 
on  the  left  side.  For  many  reasons  it  is  desirable  to  have 
the  students  make  blue  prints  of  much  of  their  work,  espe- 
cially of  the  thesis  drawings  and  exhibitable  plates. 


STUDENT'S  EQUIPMENT  139 

c.     Drawing  instruments 

Each  student  should  own  his  drawing  board  (24x30 
inches  in  size)  and  instruments.  These  may  be  kept  in  the 
stationary  drawing  table  made  for  the  purpose,  as  in  many 
Associations,  or  they  may  be  locked  with  the  boards  and 
tools  of  all  other  students  in  a  general  locker  or  cabinet, 
as  in  a  few  places,  or  they  may  be  cared  for  in  other  ways 
depending  upon  the  local  situation.  It  does  not  pay  to  buy 
a  poor  set  of  drawing  instruments;  to  obtain  good  value, 
from  $3.50  up  should  be  invested.  Sets  catalogued  at  less 
than  $6  or  $7  should  not  be  purchased.  A  liberal  discount 
from  catalogue  prices  can  usually  be  secured. 

10.    Educational  Budget 

a.    Importance 

The  annual  educational  budget  of  from  twenty  to  forty 
per  cent  or  more  of  the  total  annual  current  expenses  of 
the  local  Association  should  be  provided,  being  guaranteed 
or  underwritten  by  the  educational  committee  in  connection 
with  the  finance  committee  of  the  Association,  for  the  con- 
duct of  appropriate  educational  facilities.  The  exact 
amount  will  vary  with  the  place,  and  will  be  in  proportion 
to  the  recognized  and  appreciated  field  for  such  effort,  and 
the  degree  of  educational  interest  developed.  Such  educa- 
tional budgets  now  range  all  the  way  from  $100  in  some 
of  the  very  smallest  Associations  to  over  $70,000  in  each 
of  several  of  the  larger  ones.  It  is  fully  as  important  to 
make  provision  for  such  budget  as  it  is  to  plan  anything  for 
the  physical,  the  religious,  or  for  the  boys'  work.  It  is 
equally  important  to  anticipate  the  work  of  the  year,  to  set 
a  definite  goal  and  plan  for  the  conduct  of  such  features 
as  are  needed,  and  establish  a  working  basis  with  such 
accounts  monthly,  quarterly  or  annually,  as  is  done  in  any 
well-organized  business  or  other  educational  institution. 


140 


ASSOCIATION  EDUCATIONAL  WORK 


In  some  Associations  the  salary  of  the  educational  secre- 
tary, or  the  amount  spent  for  such  educational  supervision, 
is  not  included  in  the  educational  budget,  but  is  provided 
from  one  and  the  same  budget  as  the  salaries  of  the  other 
paid  employees.  Where  the  expense  for  supervision  is  a 
part  of  the  educational  budget,  then  a  part  of  the  member- 
ship fees  paid  by  students,  at  least  fifty  per  cent  should  be 
credited  to  the  educational  department  account  the  same 
as  the  tuition  fees,  special  contributions  and  educational 
endowment.  All  material,  such  as  desks,  furnishings,  and 
other  items  for  permanent  equipment,  is  to  be  provided  for 
outside  the  regular  yearly  educational  budget  for  running 
expenses. 

b.    The  classified  expenditures 

While  no  exact  division  of  the  budget  for  the  various 
privileges  can  be  made,  yet  the  experiences  of  the  aggre- 
gate Associations  during  recent  years  show  the  following 
divisions  for  such  expenditures,  together  with  both  the 
range  of  per  cents,  and  the  average  per  cent  of  the  total 
educational  budget  which  each  such  division  sustained  for 
1911. 


Items 

Range 

Averaj 

Supervision 

From  10  to 

18% 

15% 

Educational  advertising 

From   5  to 

18% 

12% 

Reading  room  and  library   . 

From   2  to 

12% 

5% 

Lectures  and  talks 

From    1  to 

10% 

3% 

Educational  clubs 

From    1  to 

1% 

1% 

Class  instruction 

From  20  to 

50% 

30% 

Day  work     .... 

From   6  to 

25% 

12% 

Special  schools,  outside,  summer, 

etc.  From   8  to 

20% 

12% 

Miscellaneous 

From    1  to 

10% 

5% 

Repairs,  maintenance 

From   2  to 

8% 

5% 

Total      .... 

From  56  to 

172% 

100% 

Nearly  a  million  dollars  is  being  spent  during  the  present 
season  (1912)  in  these  items.     Experience  in  the  majority 


BUDGET  141 

of  Associations  shows  the  wisdom  and  economy  of  having 
all  financial  receipts  and  expenditures  pass  through  the  gen- 
eral financial  office  of  the  Association  rather  than  being 
obliged  to  open  a  second  financial  office  in  the  educational 
department. 

c.    The  sources  of  revenue 

With  the  growth  and  variety  of  the  work  much  more 
care  is  necessary  to  cultivate  a  corresponding  increased 
source  of  revenue  to  match  the  ever  increasing  expenditures. 

(1)  If  the  expense  for  supervision  is  a  part  of  the  edu- 
cational budget  then  the  first  source  of  revenue  that  may 
be  credited  to  the  educational  budget  is  a  portion — about 
50  per  cent — of  the  Association  membership  fees  which  are 
included  in  the  money  paid  by  students  in  addition  to  their 
tuition  fees.  The  other  50  per  cent  of  such  membership 
fees  should  be  credited  to  the  general  Association  expense. 

Annual  Income  of  Educational  Endowment  Funds 
Young  Men's  Christian  Associations 


1800$  000 

1898 

2,500 

1896 

3,500 

1896 

4,207 

1900 

4,960 

1906 

6,802 

1906 

6,722 

1909 

9,686 

1911 

11,008 

(2)  Endowment.  A  few  Associations  have  been  pro- 
vided with  endowment  funds  by  friends,  in  varying  amounts 
from  $500  to  $50,000  each,  from  which  the  educational 
budget  derives  a  small  income — a  total  of  $11,690  in  1911. 
Experience  proves  that  an  endowment  bringing  an  income 
of  from  fifteen  to  twenty  per  cent  of  the  total  educational 


142  ASSOCIATION  EDUCATIONAL  WORK 

budget  is  very  necessary,  to  provide  for  good  supervision, 
extend  much  work  outside  the  building,  and  remove  as  much 
as  possible  the  appearance  of  the  commercial  spirit.  On  the 
other  hand,  too  large  an  endowment — one  from  which  the 
annual  income  would  be  fifty  per  cent  or  more  of  the  annual 
expense — would  do  more  harm  than  to  have  no  endowment. 
An  Association  leader  can  well  encourage  men  and  women 
to  provide  appropriate  endowments.  Families  who  have 
thus  given  feel  that  their  investment  is  yielding  double  the 
returns  in  character  and  efficiency  among  the  boys  and  men 
of  the  city  than  would  have  been  the  case  if  they  had  simi- 
larly endowed  a  college  or  university. 

(3)  Receipts  from  club  fees,  admissions  to  lectures  and 
a  few  practical  talks.  The  total  of  such  receipts  will  be 
small.    See  page  144. 

(4)  Tuition  fees  from  students  in  class  work  will  form 
the  largest  single  item  of  receipts.  The  best  endowed  edu- 
cational institutions  charge  tuition  fees,  not  so  much  because 
they  are  needed  to  cover  expenses,  but  experience  shows 
the  results  in  discipline,  training  and  appreciation  to  the 
students  to  be  far  better  under  such  practice.  The  superin- 
tendent of  public  evening  schools  in  an  eastern  city  recently 
said,  "One  thing  that  handicaps  us  most  is  the  fact  that  we 
cannot  charge  tuition  fees  to  encourage  independence  of 
students  and  to  weed  out  the  idle,  the  curious,  and  the  in- 
different." In  a  number  of  the  present  evening  technical 
high  schools  the  charging  of  definite  fees  is  beginning  to  be 
made  because  of  its  value  in  the  appreciation  of  such  work 
by  the  students.    See  pages  69-72. 

(5)  For  the  most  helpful  development  of  men,  of  the 
Association,  and  especially  of  the  community,  experience 
shows  that  it  is  very  desirable  that  there  be  an  annual  culti- 
vation of  the  community  through  the  solicitation  of  sufficient 
voluntary  contributions  to  provide  the  difference  between 
the  other  receipts  and  the  annual  expenses.     This  supple- 


BUDGET  143 

mentary  need  in  the  educational  department  ranges  from 
fifty  per  cent  of  the  educational  budget  in  some  Associations 
down  to  almost  nothing  in  others,  in  proportion  as  the  local 
work  has  been  developed.  It  is  a  far  more  healthy  condi- 
tion to  find  an  Association  doing  a  large  missionary  educa- 
tional work,  both  in  the  building  and  out  of  it,  whose  re- 
ceipts lack  from  twenty  to  fifty  per  cent  of  meeting  educa- 
tional expenses,  than  to  find  one  with  little  or  no  missionary 
activities,  but  with  tuition  charges  sufficient  to  carry  all 
expenses.  The  latter  Association  is  very  liable  to  be  con- 
sidered a  select  and  rather  self-centered  club  and  not  minis- 
tering to  the  elementary  needs  of  large  numbers  of  boys 
and  men  in  the  community.  A  non-missionary  Association 
or  educational  department  is  either  dead  or  dying  of  the 
dry  rot  of  selfishness. 

(6)  Sample  small  budget.  If  the  net  expense  for  periodi- 
cals in  the  reading  room  is  $90,  the  annual  appropriation 
for  new  books  in  the  working  library  or  study  room  $50, 
the  provision  for  educational  clubs,  lectures  and  talks 
together  $160,  all  teachers'  salaries  in  class  room  $400,  and 
all  educational  advertising  $160 — the  total  budget  without 
any  special  supervision  is  $860.  If  the  income  from  endow- 
ment fund  is  $175,  from  tuition  fees  in  classes  and  clubs 
$490,  admissions  to  lectures  and  talks  $75,  the  total  receipts 
are  $740.  The  amount  necessary  to  be  thus  provided  from 
voluntary  subscriptions  of  friends,  and  of  course  to  be 
underwritten  or  guaranteed  in  advance  by  the  educational 
committee,  is  $120. 

(7)  The  following  budget  is  from  a  good-sized  Asso- 
ciation with  an  Educational  Secretary  and  an  assistant,  27 
teachers,  and  907  students. 

The  net  amount  which  the  educational  department  must 
provide  from  solicitation  of  funds  or  from  the  guarantee 
of  the  educational  committee  in  cooperation  with  the  finance 
committee  is  $1,203. 


144 


ASSOCIATION  EDUCATIONAL  WORK 


Expenses 

Supervision $3,100 

Reading  Room  and  Library...      190 

Educational  Lectures 760 

Practical  Talks 90 

Educational  Clubs 116 

Advertising  (net  cost) 2,365 

Class  Lecture  Series 2,400 

Special  Schools 1,900 

Boys' Summer  School 609 

Day  School 2,600 

Teachers,  other  than  above 2,980 

Miscellaneous— Repairs,  etc 640 

Sale  Student  Supplies  (net) 34 

Extension  outside  Building ....     975 

Total  Expense $18,699 


Receipts 
Educational  Lectures  (admis- 
sion)   $   810 

Practical  Talks 15 

Educational  Clubs 86 

Class  Lecture  Series 2,980 

Special  Schools 2,400 

Boys'  Summer  School 726 

Day  School 3,450 

Tuition    Fees    Evening    Class 

Work  other  than  above 4,100 

Extension  Work 879 

From  Endowment 1,560 

From  Volunteer  Contributions     490 

Total  Receipts $17,496 

Bal.  needed  for  Expenses.!  1,203 

11.    Records,  Forms  and  Reports 

a.  Importance 

No  business  firm,  religious  society  or  club  creditably 
maintains  the  confidence  of  the  public  very  long  unless  its 
books  of  record  are  well  kept  and  able  at  all  times  to  reveal 
the  material  and  working  condition  of  the  organization. 
In  a  peculiar  sense  should  this  be  true  of  the  records  of  the 
educational  work  of  the  Association  and  each  of  its  fea- 
tures. It  is  also  of  greatest  importance  that  these  records 
be  permanently  filed  with  the  general  records  of  the  Asso- 
ciation so  that  in  the  change  of  officers  and  secretaries,  the 
incoming  officials  will  not  be  at  a  loss  to  discover  the  condi- 
tions and  grasp  the  work  without  further  delay. 

b.  For  the  general  features 

The  records  of  the  library  should  show  the  care  and 
cataloguing  of  every  book  and  be  supplemented  with  a 
simple  system  of  checking  books  drawn  and  returned.  The 
list  of  periodicals,  prices  and  how  obtained  will  be  carefully 
preserved  annually.  Appropriate  simple  methods  of  re- 
cording the  nature  and  work  of  educational  clubs  are  in 
use.  A  permanent  record  of  those  giving  educational  lec- 
tures and  practical  talks,  together  with  the  nature,  finances 
and  results  of  the  same,  should  be  carefully  made  and  pre- 
served. See  the  Statistical  Record,  Association  Press,  New 
York,  price  $1.25. 


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RECORDS  AND  REPORTS  145 

c    Class  records 

Perhaps  the  more  detailed  records  come  in  connection 
with  class  work.  Some  results  of  the  class  work  can  be 
measured  and  presented  to  the  public  only  in  so  far  as  an 
accurate  class  record  is  kept  by  each  individual  teacher. 
The  Revised  Class  Record,  published  by  the  Association 
Press,  New  York,  price  10  cents,  is  in  wide  use  for  classes 
in  both  educational  work  and  Bible  study.  We  advise  a 
careful  study  of  a  sample  of  such  record  on  the  adjoining 
page. 

(1)  Carefulness  in  keeping  the  attendance  in  the  class 
record  book  is  necessary,  and  reflects  one  quality  of  a  good 
teacher.  Three  cases  of  tardiness  or  leaving  the  class  un- 
excused  before  the  close  of  the  hour  constitutes  one  ab- 
sence. Unexcused  absence  for  three  sessions  forfeits  the 
student's  place  and  he  ceases  to  belong  to  the  class. 

(2)  Enrolment  is  the  total  number  of  different  persons 
joining  a  class  or  attending  three  consecutive  sessions.  It 
increases  with  the  entry  of  each  new  student  throughout 
the  term  or  year.  It  should  be  begun  with  the  second  or 
third  meeting  of  the  class.  Note  the  example  in  Revised 
Class  Record  Book. 

(3)  The  average  number  belonging,  less  than  enrolment 
and  greater  than  the  average  attendance,  is  the  number  on 
which  the  cost  of  class  work  per  capita  is  rightly  based  and 
on  which  the  per  cent  of  attendance  is  rightly  computed. 
For  each  month  or  for  the  year,  it  equals  the  sum  of  the 
number  belonging  at  each  session  during  the  month  or  year, 
divided  by  the  number  of  class  sessions  in  that  month  or 
year  respectively.     See  Class  Record  Book. 

(4)  The  average  attendance  for  a  month  or  year  is  the 
total  attendance  of  all  sessions  divided  by  the  number  of 
class  sessions  in  that  period. 

(5)  The  per  cent  of  attendance  is  the  measure  of  the 
students'  improvement  of  their  opportunities,  and  is  found 


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RECORDS  AND  REPORTS  147 

for  any  month  or  year  by  dividing  the  average  number 
belonging  for  the  month  or  year  by  the  average  attendance 
for  the  same  period.  See  Class  Record  Book.  In  the  best 
Associations  with  normal  conditions  the  per  cent  of  attend- 
ance for  the  year  should  range  above  85. 

(6)  At  the  close  of  the  work  of '  each  term  a  report  of 
attendance,  number  belonging,  per  cent  of  attendance,  num- 
ber of  lessons,  etc.,  is  made  to  the  committee  and  board. 
Such  a  report  at  the  end  of  the  year  Itogether  with  many 
other  items  concerning  all  educational  features  is  made  to 
the  State  and  International  Committees,  on  special  blanks 
furnished  for  the  purpose. 

d.    Occupations 

While  the  number  of  occupations  represented  by  men 
and  boys  in  various  educational  features  of  the  Association 
is  now  over  200,  and  while  there  is  no  ironclad  method  of 
classifying  these  in  groups,  yet  the  experience  of  the  best 
Associations  has  made  use  of  the  following: 

(1)  Office  men  include  those  employed  in  office  work, 
correspondence  and  bookkeeping,  as  shipping  clerks,  sten- 
ographers and  other  similar  positions. 

(2)  Salesmen  and  agents  include  those  in  wholesale  and 
retail  business  houses  who  have  to  do  with  the  care,  han- 
dling and  selling  of  goods. 

(3)  Professional  men  include  teachers,  college-trained 
men  and  those  of  the  various  professions. 

(4)  Mechanics  include  those  employed  in  lines  in  which 
drawing  is  the  foundation  or  language  of  execution — men 
in  building  and  construction  positions,  as  carpenters, 
machinists,  plumbers  and  engineers. 

(5)  General  tradesmen  include  those  in  industries  and 
trades  not  founded  on  the  science  of  drawing,  as  printers, 
binders,  bakers,  porters,  waiters  and  general  laborers  not 
definitely  related  to  any  other  division. 


148 


ASSOCIATION  EDUCATIONAL  WORK 


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T  ^T 


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STu-cLcji^ts  lA.  C<i'L/(fl^i*cs'^o.oo^ 


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The  occupations  of  29,600,000  males,  as  shown  in  the  United  States  Govern- 
ment Census  reports,  are  drawn  to  scale  in  the  upper  section  of  the  diagram. 
The  center  section  shows  the  one-half  million  meiybers  of  the  Associations 
as  drawn  from  the  various  groups  of  men  and  boys  in  government  occupa- 
tions. This  is  a  careful  estimate  based  on  the  actual  classified  membership 
of  a  number  of  Associations.  For  example,  those  in  "Professional  '  occupa- 
tions form  one-sixth  of  the  Association  membership  but  these  are  drawn 
from  a  field  which  is  but  one-twenty-fifth  of  the  number  of  males  sho\vn  by 
occupations.  The  Association  has  thus  been  far  more  attractive  to  the 
"Professional"  group  than  to  any  other  of  the  government  classified  groups- 
of  occupations.  ,    ,  ^„„  , 

In  educational  class  work  about  one-third  of  the  62,000  students  at  present 
are  connected  with  manufacturing  and  mechanical  pursuits,  which  body  of 
males  forms  only  one-sixth  of  our  Association  membership,  and  this  group 
in  turn  is  drawn  from  one-fifth  of  the  males  thus  classified  in  the  government 
division  of  occupations.  The  Commercial  class,  as  we  call  it,  is  represented 
very  largely  in  the  division  entitled  "Trade  and  Transportation.  While 
progress  is  being  made  in  reaching  and  helping  both  the  industrial  and 
commercial  groups  of  men  and  boys,  but  little  progress  is  yet  made  m^meet- 
ing  the  special  needs  of  those  in  "Domestic  and  Personal  Service,  and 
hardly  a  beginning  is  yet  made  among  those  classified  m  the  group  of  occu- 
pations entitled  "Agricultural,"  or  among  those  in  the  group  of  No  Occu- 
pation." 


RECORDS  AND  REPORTS  149 

In  many  investigations,  public  reports  and  government 
records,  the  classification  is — Agricultural  and  Mining,  Pro- 
fessional, Domestic  and  Personal  Service,  Trade  and  Trans- 
portation, Manufacturing  and  Mechanical  pursuits.  This 
latter  grouping  is  advised  if  any  use  or  comparison  with 
government  statistics  is  made. 

Occupations  of  Men  in  Class  Work 

1893 

Office  men 23% 

Students 13% 

Clerks             25% 

Mechanics      .....  24% 

General  tradesmen         .         .        .  15% 


100% 


1902 

1911 

20% 

17% 

9% 

8% 

24% 

22r< 

24% 

27% 

23% 

26% 

100% 

100% 

28,750 

61.850 

Total  students       ....      12,500 

To  clearly  understand  this  table,  each  per  cent  shown 
must  be  related  directly  to  the  total  number  of  students  for 
the  year.  Thus  from  the  table  it  would  appear  that  the 
*number  of  office  men,  students  and  those  in  clerical  posi- 
tions were  steadily  decreasing,  whereas  the  reverse  is  true. 
The  per  cents  are  merely  relative  terms.  For  example :  23 
per  cent  of  all  the  students  in  1893  were  office  men.  That 
is,  there  were  2,865  office  men  in  class  work,  but  17  per  cent 
of  all  students  in  1911,  or  10,514  were  office  men. 

As  Associations  have  given  more  attention  to  meeting 
the  daily  needs  of  industrial  workers,  mechanics  and  general 
tradesmen,  corresponding  proportions  of  men  thus  aided 
in  the  Association  educationally  have  steadily  increased. 

e.    Suggested  enrolment  and  report  cards 

The  following  are  gathered  from  the  successful  expe- 
riences of  a  number  of  Associations.  In  each  place  the  cir- 
cumstances will  vary  the  use  of  such  card  system  giving 


150 


ASSOCIATION  EDUCATIONAL  WORK 


classified   information   concerning   students   and   others   in 
different  phases  of  educational  effort: 

(1)  An  enrolment  card  is  suggested  as  herewith : — 


jgi. 


Age. 


Name Date 

Residence Occupation 

Business  Address Nationality 

Membership:  Active....,    Associate Boys' Limited. Full. 

Expires igi Interested  in 

Tuition  fees:  Dr Cr 

Remarks: 


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(2)  A  simple  application  for  club  membership  is  as 
follows : — 


CLUB  APPUCATION  BLANK 

Date iqi Club  fee  receipt  No 

I  hereby  make  application  for  adtnission  to  the 

Club  of  the  Association., 

subject  to  the  action  of  the  Club^s  Executive  Cotnmittee. 

Name Mail  Address 

Nationality Age Occupation 

Association  Membership  No 

Dues  paid Received  by 


f.    Summary 

To  summarize  in  the  matter  of  records  and  reports,  the 
secretary  will  give  attention  to : 

(1)   Card  systems  for  enrolment  and  students'  records 


RECORDS  AND  REPORTS  151 

Avhich  will  show  information  by  the  term  and  also  for  the 
year. 

(2)  Monthly  attendance  reports  where  desired  for 
parents  or  employers. 

(3)  Monthly  report  of  salient  items  to  the  Association. 

(4)  A  study  of  students'  occupations,  nationality,  age, 
subjects  taught,  and  so  on. 

(5)  Annual  reports  for  the  fiscal  year,  and  also  to  the 
State  and  International  Committees. 

g.    Office  methods 

In  most  successful  work  the  secretary  will  also  give  atten- 
tion to  the  following  items  in  methods  of  conducting  the 
educational  office: 

(1)  The  necessity  of  the  office  as  the  official  place  to 
meet  instructors,  students,  inquirers,  keep  the  records  and 
files,  and  administer  the  affairs  of  the  educational  depart- 
ment. 

(2)  The  equipment  of  the  office  will  include  appropriate 
desk,  card  files,  letter  files,  record  files,  telephone,  cases  for 
books  and  students'  supplies,  cabinet  for  instructors,  and 
other  material. 

(3)  The  appropriate  handling  of  inquiries,  which  are 
always  more  or  less  private,  the  same  as  a  physical  exami- 
nation only  often  more  personal ;  the  effective  service  of  the 
educational  secretary  as  a  counselor,  adviser  and  friend,  is 
of  more  real  value  than  that  of  giving  mere  information  to 
the  students. 

(4)  The  handling  of  enrolments  either  with  or  without 
conferences;  the  general  transaction  of  business  and  the 
handling  of  money  to  be  at  the  general  office  rather  than 
the  educational;  private  arrangements,  as  to  notes,  install- 
ments and  so  on. 

(5)  Mailing  list  of  names  of  persons  taken  at  the  general 
reception  desk ;  and  also  of  all  inquiries  at  the  educational 


152  ASSOCIATION  EDUCATIONAL  WORK 

office ;  mailing  lists  furnished  by  students ;  names  of  persons 
gathered  at  talks  and  lectures ;  the  use  of  follow-up  systems 
and  so  on. 


12.    Chronological 

The  following  items  are  given  attention  during  the  year 
at  the  times  indicated  by  the  most  successful  organizations : 

a.  July  and  August 

A  card,  letter,  leaflet  or  circular  should  reach  not  only 
each  member,  but  also  each  young  man  in  the  city.  This 
should  call  attention  to  the  educational  features  in  opera- 
tion during  the  summer,  such  as  the  boys'  summer  school, 
the  camp  school,  vacation  plans,  talks,  etc.,  and  emphasize 
the  necessity  of  the  men  planning  early  for  their  connection 
with  one  or  more  of  the  features  in  the  fall.  This  printed 
matter  should  be  definitely  informing  and  helpfully  con- 
vincing. One  or  more  meetings  of  the  educational  com- 
mittee should  be  held.  Plans  for  the  general  features  all 
to  be  made,  printed  matter  to  be  settled  upon  and  issued  if 
possible  before  September  1. 

b.  September 

This  is  the  key  month  of  the  year.  In  it  and  continued 
through  October  should  be  a  most  vigorous  educational 
canvass  and  solicitation  of  young  men.  The  annual  pros- 
pectus, with  detailed  plans  for  classes,  clubs,  lectures,  etc. ; 
leaflets,  cards,  posters,  letters — all  issued  and  in  the  hands 
of  young  men  by  September  15-20  if  possible.  See  "Adver- 
tising," page  123.  Noon  shop  meetings  with  cooperation  of 
employers  and  foremen  arranged  for,  and  the  systematic 
distribution  of  printed  matter.  Study  of  the  field.  System- 
atic study  of  plants  and  factories  by  committee,  secretary 
and  others.     Conference  with  foremen  and  employers. 


Applied  Electricity— Twenty-third  Street  Branch,  New  York  City 


AlTOMOBILE   SCHOOL-MII.WALKEE,   Wis. 


Commercial  Art  and  Design— Dayton,  O. 


CHRONOLOGICAL  153 

Committee  meetings  weekly  or  oftener.  Educational 
Sunday  the  third  or  fourth  Sunday  in  September.  Recep- 
tion to  young  men  of  the  city  during  the  third  or  fourth 
week.  Daily  conference  with  inquiring  students.  Joint 
meetings  of  committee,  teachers  and  leaders — very  impor- 
tant. Educational  rally  or  opening  exercises,  last  week  of 
the  month.  Portable  exhibits  in  factories  and  store  win- 
dows, with  daily  explanations  if  possible. 

c.  October,  November 

Special  care  if  necessary  to  foster  and  preserve  the  in- 
terest kindled  in  September.  One  way  to  do  this  is  for  each 
committeeman  to  visit  each  educational  club  or  class  at  least 
bi-weekly,  give  hearty  words  of  encouragement  to  men  and 
teachers,  and  thus  show  his  own  continued  interest.  Suc- 
cess of  the  year's  work  depends  on  this  important  personal 
service  through  the  fall  and  winter  months. 

Exhibits  in  factories  continued.  Committee  meetings 
monthly  or  at  call  of  chairman.  Teachers'  meetings  if  there 
are  four  or  more  teachers.  Items  showing  progress  of  the 
work  in  newspapers  at  least  weekly,  and  occasional  circu- 
lars or  leaflets  issued.    Study  of  the  field  continued. 

d.  December 

New  plans,  some  new  features  and  classes  for  the  winter 
term  matured  and  advertised  by  leaflet  and  in  daily  press. 
Committee  meetings.  Written  reviews  and  examinations. 
While  some  subjects  will  continue  till  April,  perhaps  a  few 
short  courses  will  close  with  the  fall  term.  Joint  meetings 
of  teachers,  club  leaders,  and  committee  during  the  holidays. 

e.  The  holidays 

If  any  break  is  made  it  should  be  as  short  as  possible. 
It  will  be  much  easier  to  conduct  a  few  classes  from  Decem- 
ber 26  to  January  3  than  from  December  16  to  24.    Many 


,154  ASSOCIATION  EDUCATIONAL  WORK 

young  men  have  no  home  or  other  opportunity  for  holiday 
pleasures  aside  from  those  obtained  in  the  Association. 

A  social,  entertainment,  trip,  sleigh  ride,  or  skating  party, 
for  the  students  as  a  whole,  or  for  different  classes  or  clubs 
as  is  expedient,  and  managed  by  the  men  themselves,  is. 
very  profitable.  Utilize  all  opportunities  to  develop  class 
spirit.  Advertise  winter  term.  Begin  class  work  as  soon 
as  possible. 

f.  January,  February 

Committee  meetings  monthly  or  at  the  call  of  the  chair- 
man. Quiet  but  thorough  and  systematic  study  of  the  local 
educational  problems  and  the  field  for  extension  of  work. 
Teachers'  meeting.  Continued  encouragement  of  students 
and  teachers  by  frequent  personal  visits  of  committeemen 
and  officers.  Keep  the  general  public  and  the  young  men 
posted  on  the  progress  of  the  work  and  the  plans  for  the 
future.  Use  the  press  and  occasional  letters,  cards  and 
leaflets. 

g.  March 

The  same  interest  and  work  of  committee,  officers  and 
teachers  to  be  encouraged  and  continued.  Determine  upon 
and  advertise  plans  for  spring  term,  summer  school,  clubs, 
reading  courses,  talks  and  other  features.  Joint  meetings 
of  teachers,  leaders  and  committee.  Encourage  plans  to 
participate  in  the  International  examinations.  Important 
to  act  upon — what  clubs,  class  subjects  to  drop,  which  to 
retain,  what  new  ones  to  add,  and  the  same  as  concerns  the 
leaders  and  teachers.  This  gives  facts  to  begin  to  advertise 
work  of  spring,  summer  and  fall. 

h.    April 

Annual  International  and  local  examinations  first  week. 
Spring  term  opens  April  1-10   for  ten  or  twelve  weeks. 


CHRONOLOGICAL  155 

Advertise  spring  and  summer  terms,  other  features,  and 
general  plans  for  coming  season.  More  study  of  the  field, 
its  problems,  the  needs  of  men  in  all  leading  occupations 
and  the  features  to  best  meet  such  needs.  Many  different 
accounts  of  the  year's  work  in  the  daily  press. 

L    May,  June 

Continued  work  of  the  committee  and  officers,  improving, 
extending  and  advertising  plans.  Parlor  conferences  of 
business  men  quarterly  through  the  year  will  prove  val- 
uable. One  conference  may  involve  the  foreman  of  a  single 
large  industry,  or  a  number  of  allied  industries,  as  the  iron 
and  steel  manufacturers  of  a  city;  another  may  similarly 
involve  all  engaged  in  transportation;  another  those  in 
finance,  banks,  and  trust  companies.  Determine  upon  and 
advertise  the  boys'  summer  school  to  be  held  in  July  and 
August,  the  camp  school,  agricultural  clubs,  vacation  plans, 
trips  and  other  activities.    . 

13.    The  Educatograph 

The  diagram  on  an  adjoining  page  is  to  aid  in  a  compara- 
tive study  of  Association  educational  work.  Its  only  motive 
is  to  be  suggestive  and  helpful,  not  critical,  as  local  condi- 
tions materially  influence  results.  It  concerns  the  total 
membership  and  annual  current  expenses,  and  shows  rela- 
tively the  features  of  encouraging  growth  as  well  as  those 
needing  increased  eflfort.  It  has  been  used  successfully  for 
a  number  of  years. 

It  is  based  on  the  following  goal  of  100  per  cent — line 
A  A — in  each  of  seven  items,  for  the  Associations  as  a 
whole,  as  well  as  for  the  average  field. 

1.  Library  books  drawn  per  1,000  members  per  year, 
3,000. 

2.  Lectures  and  talks,  per  1,000  members  per  year,  15. 


156 


ASSOCIATION  EDUCATIONAL  WORK 


3.  Educational  club  members,  per  1,000  members,  60. 

4.  Students  in  class  work,  per  1,000  members  per  year, 
200. 

5.  Budget,  proportion  of  total  annual  current  expenses, 
15  per  cent. 

6.  Tuition  fees,  average  per  student  per  year,  $6. 

7.  International  certificates,  per  100  students  per  year,  5. 


Educatograph 


Books     Uctmu    Club    Stuoents  Expense  T^mioni   &am. 

OAAWN       <«-TALKS       MEMBERS     Ktiam  •A  •f       /FCKS       CcRTlFS 

PertMOM.    ririMom.    IVtik«m.     HMmktti    Cun.ExP^^r^rA^STU.  t%r*»9»T«, 


EDUCATOGRAPH  157 

The  line  B  B  shows  the  average  per  cent  of  the  goal 
reached  by  all  city,  town,  railroad  and  colored  Associations. 
The  line  C  C  similarly  shows  the  average  reached  by  all 
Associations  employing  special  educational  supervision. 
The  line  D  D  shows  the  record  of  all  Associations  without 
special  supervision.  Thus  an  Association  of  about  325  mem- 
bers would  stand  at  100  per  cent  in  columns  1,  2,  3,  4,  6, 
etc.,  respectively,  if  it  reported  about  1,000  library  books 
drawn  per  year,  five  lectures  and  talks,  20  club  members, 
65  students  in  class  work,  and  $390  tuition  receipts;  Asso- 
ciations of  other  sizes  in  similar  proportion. 

Amount  Spent  for  Advertising  Association  Educational  Work 


1838 

1  500 

1897 

4,250 

1900 

9,857 

1904 

20,217 

1906 

44,770 

1910 

68,921 

83,919  m^^^mmm^^mm^^m^^^mi^^^^^m^mmm 

High  Schools — Public  and  Private — Compared 

Stated  in  Terms  of  Per  Cent  of  All  High  Schools 

Black  line— Public  High  Schools— number,  teachers  and  students. 
Gray  line — Private  High  Schools— number,  teachers  and  students. 


1690 

60* 

40«3fe 

1896 

68* 

32* 

1900 

75* 

26* 

1905 

82'-y 

18' 

1908 

87* 

18* 

1911 

86* 

16* 

VI.    AMONG  DIFFERENT  GROUPS 
1.     City  Men  and  Boys 

Among  the  males  in  American  cities — though  human 
nature  there  is  the  same  as  among  men  in  railroad  service, 
in  the  army  and  navy,  or  elsewhere — the  best  results  in 
educational  work  are  found  where  certain  appropriate 
characteristics  and  city  ear-marks  are  observed.  Such  work 
must  be  peculiarly  adapted  to  city  customs  and  conditions, 
partake  of  those  qualities  which  in  a  peculiar  manner  chal- 
lenge the  attention  and  interest  of  city  men  and  boys. 

The  methods  and  equipment  will  be  somewhat  similar  to 
the  existing  successful  efforts  to  meet  city  educational  needs, 
by  the  public  schools,  but  will  be  even  more  adaptable  and 
flexible  as  to  times,  places,  conditions,  and  will  place  much 
more  emphasis  on  individual  instruction,  on  manhood  build- 
ing and  efficient,  direct  preparation  for  life  work. 

As  more  than  three-fourths  of  all  the  Association  edu- 
cational work  at  present  is  done  among  city  men  and  boys, 
the  larger  part  of  the  principles,  methods,  experiences  and 
suggestions  of  this  book  are  specially  adapted  to  meeting 
the  needs  of  this  body  of  men.  All  varieties  of  educational 
privileges,  at  all  hours  of  the  day  or  night,  adapted  to  all 
city  conditions,  in  or  outside  the  building,  are  feasible. 

2.     Among  Railroad  Men 

a.    Its  importance 

Educational  facilities  for  railroad  men  and  boys  have 
proved  to  be  not  only  a  necessary,  but  a  very  helpful  part 
of  the  regular  work  of  the  railroad  Association. 


AMONG  RAILROAD  MEN  159 

b.  Its  objective 

The  object  of  an  educational  program  is  to  broaden  and 
mentally  develop  railroad  men  and  boys,  and  to  increase 
their  efficiency,  thus  fitting  them  for  more  useful  service 
both  in  their  business  and  in  social  relations. 

c.  Its  features 

(1)  The  information  of  the  reading  room  with  its  stand- 
ard periodicals  and  railroad  technical  journals. 

(2)  The  inspiration  of  the  library,  both  circulating  and 
reference. 

(3)  The  stimulation  of  lectures  and  practical  or  technical 
talks. 

(4)  The  cooperation  of  educational  clubs. 

(5)  The  instruction  and  training  in  class  work  under 
competent  teachers. 

(6)  Individual  instruction  or  home  study  under  personal 
leadership. 

d.  Its  local  committee 

Experience  shows  that  in  places  where  best  service  is  ren- 
dered, a  committee  composed  of  three  or  five  practical  men 
is  in  charge.  With  the  general  secretary  and  educational 
secretary,  this  committee  studies  local  conditions,  discovers 
opportunities,  matures  plans  and  conducts  such  features  as 
will  best  meet  the  needs. 

e.  Its  supervision 

While  the  general  secretary,  in  proportion  to  his  ability 
and  interest,  will  continue  to  promote  educational  features 
in  all  places,  yet  the  great  opportunity  to  help  railroad  men 
makes  it  increasingly  necessary  to  provide  in  each  of  the 
larger  Associations  an  experienced  man,  for  his  entire  time 
if  possible,  as  educational  secretary  to  supplement  the  local 


160  ASSOCIATION  EDUCATIONAL  WORK 

committee  and  general  secretary.  Such  a  man  is  already 
employed  in  several  places.  Whatever  such  good  super- 
vision costs  it  is  more  expensive  in  the  end  to  do  without  it. 
On  each  railroad  system  there  may  well  be  provided  similar 
general  educational  supervision.  In  this  way  best  results 
for  the  system  as  well  as  for  the  men  and  the  Associations 
will  be  realized. 

f.  Its  plan  and  program 

The  right  study  of  the  local  conditions  and  discovery  of 
special  needs,  differing  in  each  Association,  will  lead  to  a 
definite  plan  to  meet  the  peculiar  conditions.  Such  a  plan 
or  working  schedule  will  usually  include  a  more  efficient 
use  of  the  reading  room  and  library,  the  conduct  of  prac- 
tical and  technical  talks,  one  or  more  groups  or  clubs,  and 
some  personal  instruction  in  classes  or  given  individually. 
Any  such  service  may  be  conducted  during  any  month  of 
the  year,  wherever  there  are  needs  to  be  met  and  men  to 
meet  them.  At  present  the  largest  part  of  this  work  is  done 
between  September  and  May,  but  there  is  no  reason  why 
these  features  should  not  run  through  the  summer.  Any 
plan  or  program,  small  or  large,  should  be  matured  at  least 
from  one  to  three  months  before  it  is  set  in  operation,  in 
order  to  give  proper  time  for  advertising. 

g.  Its  advertising 

Good  advertising  pays.  Poor  advertising  is  often  worse 
than  none.  As  soon  as  plans  are  made,  tell  about  them  in 
the  most  approved  and  successful  manner.  The  following 
means  have  been  used  with  much  profit:  Attractive  posters 
at  central  points ;  a  brief  but  striking  prospectus  stating  the 
plans,  privileges,  prices,  dates;  leaflets  giving  results  of 
past  year's  work;  lantern  slides  showing  men  in  different 
classes  and  in  other  educational  features  of  the  Association, 
also  slides  showing  the  value  of  an  education  and  of  such 


Laboratorv  Work  in  Chemistry— Portland,  Ore. 


^ ^^*^^v'f.'^^^^^  ^ 

K    "^^^-^  u^'^^^^Zr           ^'^r^^^  _  ^^1^ 

L^**                     '  "^^/^^ 

Structural  Engineering  and  Design— West  Side  Branch,  New  York  City 


Lackawanna  Railroad  Apprentice  School-Under  Association  Supervision, 
One  of  Three  Schools  on  the  System,  Scranton,  Pa. 


AMONG  RAILROAD  MEN  161 

privileges  in  general ;  noon  shop  gatherings  with  use  of  the 
lantern;  personal  visitation  by  men  who  have  profitably 
taken  advantage  of  such  work;  a  window  display  of  the 
work  of  students;  the  use  of  the  lantern  across  the  main 
street ;  a  talk  by,  or  the  endorsement  of,  some  railroad  offi- 
cial, such  as  the  superintendent  or  the  master  mechanic. 
These  and  other  forms  of  advertising  naturally  growing  out 
of  local  conditions  are  being  used  with  success. 

h.    Its  finances 

Good  educational  work  costs  money  as  well  as  time  and. 
effort,  but  it  is  found  to  be  one  of  the  best  investments 
railroad  Associations  can  make.  When  properly  conducted 
it  not  only  brings  results  but  also  helps  to  carry  a  large  part 
of  its  own  budget.  Where  best  work  is  done  the  board  of 
directors  generally  appropriates  an  educational  budget  which 
includes  such  items  as  supervision,  advertising,  periodicals 
for  the  reading  room,  conduct  of  the  library,  lectures  and 
talks,  clubs,  class  work,  individual  instruction  and  promo- 
tion of  home  study.  Such  a  budget  varies  from  ten  per 
cent  to  twenty-five  per  cent  or  more  of  the  entire  Association 
budget. 

The  receipts  from  club  fees,  tuition  fees  for  classes  or 
for  individual  instruction,  and  admission  fees  to  a  few  of 
the  lectures,  should  be  such  as  to  cover  nearly  or  quite  all 
of  the  running  expenses  of  these  features.  The  other  budget 
items  are  provided  from  the  general  fund  of  membership 
fees,  public  contributions  or  endowments. 

Each  man  interested  in  promoting  this  work  among  rail- 
road men  \yill  become  familiar  with  "Education  and  Rail- 
road Men,"  and  the  "Railroad  Association  Handbook," 
both  books  issued  by  Association  Press.  The  International 
Committee  is  giving  attention  to  promoting  appropriate 
features  for  railroad  men  through  a  trained  railroad  edu- 
cational secretary. 


162  ASSOCIATION  EDUCATIONAL  WORK 


Annual  Cost  of  Association  Work— All  Departments, 
Per  Capita  of  Population 


1871  $ 

.006 

1876 

.007 

1881 

.008 

1886 

.018 

1891 

.C«4 

1896 

.037 

1901 

.043 

1906 

.055 

1909 

.078 

1911 

.104 

3.     Rural  Work 


a.    Object 


The  Associations  in  this  department  seek  to  helpfully 
influence  the  religious,  educational,  physical  and  social 
phases  of  rural  community  life  among  men  and  boys;  to 
increase  vocational  and  social  efficiency,  and  helpfully  re- 
direct the  agencies  for  promoting  the  welfare  of  country  life. 

Best  results  are  seen  in  proportion  as  Christian  men  are 
led  to  appreciate  the  value  of  Christian  stewardship  in  culti- 
vating and  using  the  rich  resources  of  Mother  Earth. 

However  good  the  country  school,  the  fact  remains  that 
70  per  cent  of  the  boys  in  the  country  quit  school  before 
they  are  14  years  old;  only  15  per  cent  go  to  secondary 
schools  and  2  per  cent  to  college.  Thus  in  these  days  of 
scientific  farming,  careful  business  management  in  agri- 
culture, conservation  of  natural  resources,  redirection  of 
personal  and  social  ideas,  one  may  easily  see  the  need  of 
supplemental  educational  facilities  which  the  Association  in 
the  small  towns  and  rural  fields  seeks  to  provide. 


RURAL  MEN  AND  BOYS  163 

b.  Variety  of  work 

Throughout  the  system  of  organization  peculiar  to  Asso- 
ciation work  in  these  fields  may  be  distinguished  at  least 
four  different  types  of  supplemental  educational  effort: 

(1)  Culture  facilities. 

(2)  Recreational  and  play  education. 

(3)  Special  vocational  training  frequently  not  otherwise 
provided  for  in  rural  communities  and  small  towns. 

(4)  Character  building. 

c.  Group  program 

In  a  season's  work  of  a  club  or  group  of  boys  or  men 
under  proper  leadership,  one-fourth  of  the  time  may  legiti- 
mately be  given  to  educational  work  in  some  form  or  other 
as  follows: 

(1)  Practical  talks.  Such  men  as  the  postmaster,  busi- 
ness man,  successful  farmer,  railroad  ticket  agent,  telegraph 
operator,  banker,  physician,  blacksmith  or  druggist  may 
each  be  secured  to  talk  about  his  own  work  in  a  profitable 
manner.  An  especially  good  speaker  can  be  used  at  several 
different  points. 

(2)  Current  events.  The  intelligent  discussion  of  news 
of  the  week  is  always  profitable. 

(3)  Debates.  There  is  room  for  argument  on  almost  any 
subject  and  the  training  men  secure  in  expressing  their  ideas 
is  invaluable. 

(4)  Literary  work.  Music,  recitation,  dialogues  and 
similar  features  may  be  made  attractive. 

(5)  Reading  course.  Small  groups  may  be  led  to  pursue 
a  definite  course  of  systematic  reading  during  the  year. 
Often  sets  of  good  books  may  be  purchased  at  club  rates, 
or  loaned  from  circulating  libraries. 

(6)  Educational  plays  or  dramas.  One  or  more  good 
plays  may  be  successfully  studied  during  the  season  and 


164  ASSOCIATION  EDUCATIONAL  WORK 

rendered  publicly.     Sikh  work  is  stimulating  and  may  be 
made  very  profitable.       •  •' 

(7)  Civic  improvement.  A  group  should  always  be  en- 
couraged to  do  a  definite  piece  of  ^service  in  its  community 
in  behalf  of  social  welfare. 

(8)  Class  work.  Frequently  members  of  the  group  are 
deficient  in  schooling  or  are  interested  in  a  subject*  in  which 
they  would  like  to  secure  definite  instruction.  Definite  class 
work  may  be  provided  with  tuition  charges  to  pay  the  cost 
of  instruction. 

(9)  Tours  and  trips.  Many  of  the  above-named  fea- 
tures may  be  very  profitably  supplemented  by  definitely 
planned  visits  to  points  of  local  interest  or  to  neighboring 
cities. 

d.    Community  program 

Either  through  organized  Association  groups,  in  coopera- 
tion with  individuals,  or  with  existing  organizations,  Asso- 
ciations may  render  some  of  the  following  forms  of  service 
on  a  community  basis: 

(1)  Through  school  talks,  encouraging  boys  to  remain  in 
school  by  showing  them  the  value  of  an  education,  a  very 
serious  evil  may  be  partially  avoided.  This  is  better  than 
a  later  attempt  to  cure  the  evil. 

(2)  Local  institutes.  Short  term  institutes,  of  one  or 
two  days  or  more,  in  agriculture,  horticulture,  stock  breed- 
ing, and  dairying  may  be  arranged  in  cooperation  with  local 
bodies  and  with  institutions,  such  as  state  agricultural 
colleges. 

(3)  Lecture  courses.  Either  a  local  group  can  be  en- 
couraged to  provide  a  profitable  lecture  course  in  its  com- 
munity or  the  Association  may  definitely  promote  the  plan. 
Talent  from  state  universities,  lecture  bureaus,  etc.,  may  be 
secured.  The  total  expenses  for  the  lecture  course  may  be 
defrayed  by  small  fees. 


RURAL  MEN  AND  BOYS  165 

(4)  Extension  clubs.  Through  cooperation  with  pubHc 
schools  or  alone  the  Association  may  promote  work  in  gar- 
dening, corn  growing,  poultry  raising  and  the  like. 

(5)  Exhibits  and  fairs.  Well  set  up  features  such  as 
these  will  attract  attention,  arouse  interest  and  produce 
good  results.  Such  fairs  are  especially  attractive  to  boys, 
who  may  be  encouraged  to  exhibit  agricultural  and  garden 
products,  and  other  results  of  their  own  handiwork.  Small 
fees  will  defray  expenses. 

(6)  Class  work.  Often  there  is  an  opportunity  for  the 
organization  of  class  work  in  some  subject,  and  small  fees 
will  practically  cover  the  expense. 

(7)  Libraries  and  reading  circles.  Efforts  in  this  direc- 
tion may  be  increased  in  efficiency  and  interest  by  special 
encouragement  of  the  Association.  Large  use  may  be  made 
of  the  regular  bulletins  of  the  United  States  Agricultural 
Department,  a  state  agricultural  college  and  experiment 
station,  also  state  boards  of  health.  This  work  does  not 
need  to  be  under  Association  auspices  but  may  have  its 
support  and  occasional  assistance. 

(8)  Home  study.  Much  study  can  and  should  be  done 
at  home,  and  the  Association  may  well  encourage  it.  Exten- 
sion home  study  courses  provided  by  state  universities  may 
be  promoted  with  good  results  and  as  much  stimulus  and 
assistance  rendered  as  possible. 

(9)  Public  schools.  More  definite  knowledge  and  inter- 
est on  the  part  of  parents  in  the  public  school  is  one  of  our 
greatest  educational  needs  today.  By  cooperating  in  various 
ways  communities  and  individuals  may  be  encouraged  to 
increase  their  support  of  and  their  interest  and  confidence  in 
the  school  system. 

(10)  Public  amusements.  Without  direction  or  purpose, 
amusements  often  become  degenerating  instead  of  elevating. 
So  much  of  life-training  may  be  found  through  play  and 
through  various  forms  of  recreation  that  the  Associations 


166  ASSOCIATION  EDUCATIONAL  WORK 

find  it  increasingly  important  to  give  attention  to  the  play 
and  recreational  life  of  the  communities  it  seeks  to  serve. 

No  individual  may  attempt  all  that  has  been  suggested, 
but  many  Associations  in  organized  counties  have  success- 
fully conducted  one  or  more  of  these  features.  The  oppor- 
tunities of  educational  work  of  a  character  building  nature 
are  exceedingly  large  in  small  communities  where  adequate 
facilities  are  relatively  meager.  Through  an  awakening 
interest  due  to  modern  means  of  communication  there  is  an 
increasing  field  of  service. 

4.     Among  Soldiers  and  Sailors 

The  importance  of  educational  work  in  the  Army  and 
Navy  may  be  realized  when  it  is  remembered  that  during 
their  enlistment  many  of  the  men  wish  to  utilize  their  spare 
time  in  preparing,  first,  for  appropriate  promotion  in  army 
and  navy  positions,  and  second,  for  entering  business  posi- 
tions of  various  kinds  upon  their  return  to  civil  life.  At 
those  army  posts  and  navy  stations  where  it  has  been  pos- 
sible for  men  to  take  advantage  of  any  systematic  educa- 
tional training,  the  results  have  shown  that  many  are  eager 
to  profit  by  such  opportunities. 

Among  the  enlisted  men  in  both  wings  of  the  govern- 
ment's defenders,  practical  talks  have  been  given  by  expe- 
rienced men  from  various  walks  of  life.  These  have  stimu- 
lated a  helpful  desire  for  the  best  things.  The  subjects 
have  included :  Habits  of  Study,  Personal  Problems,  Current 
Topics,  Personal  Hygiene,  Choosing  a  Career. 

Educational  clubs  to  an  increasing  degree  are  being  organ- 
ized and  conducted  by  the  enlisted  men.  They  have  debates, 
stereopticon  lectures,  literary  meetings,  book  reviews,  and 
so  on. 

Tours  and  educational  trips  conducted  under  competent 
leadership  have  been  made  to  local  places  of  interest  when 


SOLDIERS  AND  SAILORS  167 

the  "blue  jackets"  were  on  shore  leave  or  when  the  soldiers 
had  opportunity.  Such  trips  have  included  visits  to 
museums,  newspaper  plants,  public  buildings,  historical  land- 
marks and  the  like. 

An  increasing  number  of  stereopticon  lectures  is  being 
given  on  battleships,  at  naval  stations,  army  posts,  and 
Association  buildings.  These  include  travel  talks,  historical 
subjects,  great  books  illustrated,  government,  trades  and 
professions,  biographies,  and  so  on. 

Libraries  and  study  rooms  in  Associations  at  army  posts 
and  naval  stations  afford  splendid  facilities  for  men  pur- 
suing educational  work  and  who  are  anxious  to  make  use 
of  the  world's  best  books.  Friends  of  these  young  men 
have  made  large  libraries  accessible  to  them.  Traveling 
libraries  supply  books  to  the  men  on  the  ships  at  sea,  in  the 
Philippines,  on  the  frontier  and  wherever  enlisted  men  are 
obliged  to  remain  for  months  away  from  the  homeland  privi- 
leges. 

Reading  courses  are  promoted  through  calling  special 
attention  to  books  of  marked  interest.  The  reading  habit 
is  thus  stimulated  and  desires  are  awakened  for  good  litera- 
ture. Examinations  may  be  taken  where  desired  and  certi- 
ficates granted  for  those  who  pass. 

Class  instruction  is  the  basis  of  all  good  educational  work. 
At  the  various  naval  Association  buildings  and  army  posts 
class  work  privileges  are  found  in  English,  arithmetic, 
geography,  history,  languages,  mathematics,  electricity, 
mechanical  drawing,  and  other  subjects.  Appropriate  sub- 
jects for  increased  rating  in  the  navy  include  those  for  the 
yeoman,  electrician,  machinist,  carpenter  and  others. 

Through  home  study  promoted  by  the  University  of  Wis- 
consin, or  any  similar  state  or  philanthropic  institution,  the 
men  of  both  the  army  and  navy  may  secure  at  reasonable 
expense  and  under  appropriate  Association  auspices  much 
practical  help. 


168  ASSOCIATION  EDUCATIONAL  WORK 

On  account  of  the  very  nature  and  life  of  the  soldier  and 
sailor  it  is  necessary  to  conduct  appropriate  facilities  in 
adaptable  manner  and  at  opportune  times  of  day,  year  and 
place  to  meet  the  situation;  and  it  is  expected  these  will 
differ  considerably  from  those  of  other  Associations,  insti- 
tutes, or  public  schools.  The  men  who  are  liable  to  be 
shifted  from  place  to  place  are  slow  to  tie  themselves  down 
to  systematic  local  work  which  they  may  be  obliged  soon  to 
discontinue.  While  this  is  felt  in  the  army  it  is  still  more 
evident  in  the  navy.  In  spite  of  these  conditions  increasing 
attention  is  being  given  to  meeting  special  needs  wherever 
discovered.  Some  local  encouragement  and  supervision  is 
already  being  given  at  a  few  posts  and  in  a  few  naval  sta- 
tions. In  view  of  the  increasing  importance  of  appropriate 
and  adapted  educational  facilities  for  enlisted  men  in  both 
the  army  and  navy,  and  in  view  of  the  value  of  trained  local 
supervision  and  what  has  already  been  accomplished  through 
the  service  of  local  educational  secretaries,  it  would  seem 
clear  that  valuable  results  could  often  be  accomplished  if  a 
trained  man  were  located  on  each  battleship  and  at  each 
naval  station  and  army  post  to  give  personal  guidance  and 
intelligent  promotive  effort  to  all  needed  educational  fea- 
tures. The  International  Committee  through  a  special  sec- 
retary is  giving  attention  to  the  problems  of  vocational 
training  for  enlisted  men. 

5.     Industrial  Workers 

a.    Type  of  work 

The  varieties  of  educational  work  suitable  to  the  needs 
of  men  and  boys  in  industrial  fields  are  not  unlike  those 
provided  among  other  groups.  The  object  and  character 
of  work,  however,  may  be  different,  depending  upon  the 
particular  needs  and  conditions  of  the  several  places  of 
effort.     Those  educational  privileges  are  most  successful 


GRAULAIKS  of   Ei>LCATIONAL  INSTITUTK,   litii  — SU,\Kk   Bav,   N.    V, 


I 


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^^ 

HtojEjii 

Educational  Institute— Silver  Bav,  N.  Y.,  1911 


INDUSTRIAL  WORKERS 


169 


which  relate  directly  or  indirectly  to  the  working  and 
recreative  life  of  the  individual  and  community.  Conse- 
quently, the  Association  as  a  supplemental  agency,  seeks  to : 

(1)  Provide  or  encourage  those  facilities  that  will  better 
fit  the  man  or  boy  for  his  daily  work. 

(2)  Encourage  or  provide  the  means  by  which,  during 
his  leisure  hours,  he  may  secure  that  stimulation,  training 
and  development  which  will  make  him  a  better  man,  a 
nobler  citizen,  a  more  responsible  home  maker  and  a  more 
effective  worker. 

(3)  Help  the  man  and  boy  to  escape  those  influences 
which  distinctly  undermine  physical  vitality,  weaken  pro- 
ductive efficiency,  destroy  character,  and  injure  good  citizen- 
ship. 

The  increased  demands  in  industry  require  more  and 
more  special  technical  training  and  skill.  The  Association 
tries  to  help  provide  the  necessary  facilities.  On  the  other 
hand  the  pressure  and  requirements  make  the  proper  use 
of  the  industrial  worker's  spare  time  a  vital  matter. 


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From  Dr.  Peter  Roberts  of  the  Industrial  Department  of  the  International 
Committee  we  learn  that  from  the  27  per  cent  of  the  male  wage-earners  which 
are  largely  considered  as  commercial  and  professional,  78  per  cent  of  the 
Association  membership  is  drawn ;  while  from  the  73  per  cent  representing 
the  other  occupations  including  all  industrial  workers,  only  22  per  cent  oi 
the  Association  membership  is  secured.  This  shows  the  opportunity  and 
responsibility  of  the  Associations  toward  the  great  mass  of  industrial  workers 
who  are  as  yet  not  helpfully  influenced  in  large  numbers  by  such  Christian 
organizations. 


170  ASSOCIATION  EDUCATIONAL  WORK 

b.    Methods  and  features 

Avoiding  the  paternal  and  adopting  the  fraternal  method, 
the  Associations  in  industrial  fields  have  successfully  pro- 
moted the  following  forms  of  work : 

(1)  Lectures  and  talks,  within  or  outside  the  Association 
building,  on  industry,  civics,  hygiene,  geography,  art,  applied 
science,  engineering  and  many  other  topics. 

(2)  Clubs  whose  programs  are  varied  according  to  the 
character  and  desire  of  the  membership. 

(3)  Class  and  home  study,  emphasizing  the  peculiar  in- 
dustrial and  vocational  needs  of  the  men  and  boys  served. 

(4)  English  for  non-English  speaking  men  and  boys, 
who  are  so  numerous  in  all  industrial  occupations. 

(5)  Exhibits  and  demonstrations  of  things  affecting  the 
lives  of  industrial  workers,  such  as  labor-saving  and  life- 
saving  devices,  housing  conditions,  first  aid,  tuberculosis, 
general  health  and  sanitation,  and  industrial  processes. 

(6)  Thrift,  through  cashing  pay  checks,  depositing 
money,  providing  talks,  conducting  investigations  and  en- 
couraging saving  habits  and  the  use  of  various  devices  for 
thrift  and  economy. 

(7)  Apprentice  schools  for  the  supplementary  training 
of  apprentices  independently  and  in  cooperation  with  local 
employers. 

(8)  Suitable  reading  and  self-culture  facilities  through 
libraries,  reading  rooms  and  reading  courses. 

Any  activity  promoted  in  behalf  of  community  or  indi- 
vidual welfare  in  industrial  communities  may  and  should 
have  an  educational  element.  The  discovery  of  needs  and 
ways  of  meeting  those  needs  naturally  determines  the  variety 
and  scope  of  work.  An  Association  should  seek  to  serve 
all  classes  or  groups  of  men  and  boys  in  its  community 
regardless  of  its  membership.  An  increasing  desire  to  more 
effectively  serve  the  large  numbers  of  industrial  workers 


COLORED  MEN  AND  BOYS  171 

found  throughout  the  nation  will  find  its  best  expression  in 
the  promotion  and  conduct  of  those  facilities  which  permit 
the  worker  to  increase  his  efficiency  and  raise  his  standard 
of  living. 

6.    Colored  Men  and  Boys 

a,  Needs 

The  future  of  the  colored  man  in  America  will  depend 
largely  upon  his  economic,  social,  intellectual  and  physical 
efficiency.  Of  these  his  economic  efficiency  is  fundamental 
and  depends  upon  his  ability  as  a  productive  worker.  For 
this  reason  adequate  adapted  vocational  or  industrial  train- 
ing is  one  of  his  greatest  needs.  Through  lack  of  facilities, 
proper  support  and  often  of  inclination  on  the  part  of  the 
negro  himself,  it  has  been  more  or  less  difficult  in  the  past 
to  provide  fully  for  his  needs.  Through  either  public  or 
private  channels,  however,  vigorous  steps  must  be  taken  to 
preserve  the  integrity  of  this  portion  of  American  citizen- 
ship. 

b.  Methods 

Following  the  guidance  and  advice  of  both  colored  and 
white  leaders  various  Associations  have  conducted  classes, 
clubs  and  other  features  found  most  suitable  to  help  train 
the  colored  man  and  boy  to  become  a  more  efficient  and 
better-paid  worker.  Greater  interest  has  been  attached  in 
the  past  to  those  features  of  a  semi-vocational  and  cultural 
nature,  such  as  history,  literature,  music  and  grammar. 
However  good  this  may  be,  Associations  will  find  larger 
fields  of  opportunity  in  providing  instruction  in  subjects 
more  strictly  vocational,  such  as  sign  painting,  carpentry, 
janitor  service  or  care  taking  of  buildings,  agriculture,  ani- 
mal husbandry,  blacksmithing,  bricklaying,  stationary  engi- 
neering, cooking,  boiler  firing,  arts  and  crafts  and  printing. 
These  subjects  fit  in  with  the  daily  life  of  the  working  man. 


172  ASSOCIATION  EDUCATIONAL  WORK 

To  them  may  be  added  supplementary  subjects,  such  as  pen- 
manship, arithmetic,  drawing,  bookkeeping,  commercial  law, 
English,  civics,  etc.  Special  subjects,  such  as  first  aid,  per- 
sonal and  domestic  hygiene,  thrift,  music,  art,  and  literature 
also  render  eflfective  service.  The  so-called  "bread  and 
butter"  subjects  are  fundamental  in  importance  with  this 
group  of  men  and  boys;  while  these  may  be  supplemented 
by  many  cultural  subjects,  colored  Associations  will  wisely 
magnify  the  importance  of  the  man's  daily  task  and  the 
value  of  special  training,  and  make  provision  for  the  neces- 
sary facilities. 

The  features  and  methods  applicable  in  educational  work 
among  colored  men  and  boys  are  similar  to  those  used  in 
other  Association  fields  varied  only  according  to  the  peculiar 
needs  and  conditions  which  obtain  within  this  group.  Still 
the  educational  needs  of  the  colored  man  and  boy,  through 
lack  of  schooling  and  social  status,  are  much  greater  than 
those  of  the  man  and  boy  of  the  white  race.  Great  oppor- 
tunities for  real  and  lasting  service  are  before  the  colored 
Associations  that  desire  to  extend  the  range  of  their  work, 
increase  their  service  and  secure  even  larger  results  than  in 
the  past. 

7.    Extension  Work — Outside  the  Building 

a.    Principles 

A  careful  study  of  the  field  reveals  the  kind  and  amount 
of  educational  work  which  can  be  done  outside  as  well  as 
within  the  building.  The  Association  seeks  to  most  effec- 
tively meet  local  needs  whatever  they  may  be.  The  time 
has  passed  when  an  Association  is  satisfied  to  limit  its  activi- 
ties to  its  own  membership  or  within  the  walls  of  its  own 
building.  Association  buildings  will  be  increasingly  used 
as  inspiration  and  training  centers  for  service  among  those 
outside  the  membership. 


OUTSIDE  THE  BUILDING  173 

A  careful  study  of  the  field  is  as  fundamental  to  work 
outside  as  to  work  in  the  building.  Only  through  a  full 
knowledge  of  needs  and  conditions  in  a  community  can  one 
hope  to  serve  it  best.  As  in  the  case  of  boys'  work,  service 
should  be  rendered  in  proportion  to  needs  rather  than 
according  to  payment  for  service.  For  the  Association  to 
grow  in  the  practice  of  the  fundamental  tenets  of  Christian 
brotherhood,  it  must  endeavor  to  minister  to  the  needs,  not 
only  of  a  limited  membership,  but  also  of  large  numbers  in 
its  community  who  are  otherwise  denied  many  of  the  privi- 
leges and  opportunities  enjoyed  by  the  more  fortunate. 

b.    Reasons  for  extension  work 

The  Associations  most  successful  in  this  type  of  work 
give  the  following  reasons  for  undertaking  it : 

(1)  To  provide  needed  service  for  men  and  boys  not 
already  enjoying  Association  privileges. 

(2)  To  secure  closer  adaptation  of  privileges  to  meet 
actual  needs. 

(3)  To  fit  an  Association  program  to  meet  industrial 
and  business  hours  and  working  conditions. 

(4)  To  serve  men  and  boys  who  will  appreciate  but  not 
seek  help. 

(5)  To  create  demand  for  more  thorough  effort  within 
the  Association  or  elsewhere. 

(6)  To  obtain  a  sympathetic  touch  with  men  whom  the 
Association  wishes  to  reach. 

(7)  To  encourage  a  desirable,  cooperative  spirit  among 
the  beneficiaries  of  this  work  by  sharing  with  them  the 
responsibility  for  its  conduct. 

(8)  To  encourage  a  helpful  cooperative  spirit  between 
employers  and  employees. 

(9)  To  relate  the  Association  to  actual  business  and  in- 
dustrial conditions. 


174  ASSOCIATION  EDUCATIONAL  WORK 

(10)  To  encourage  rather  than  discourage  a  desirable 
feeling  of  social  solidarity  in  the  industrial  and  business 
world. 

(11)  To  demonstrate  the  desire  of  the  Association  to 
serve  all  men  and  boys  of  the  community  irrespective  of 
race,  and  of  political,  religious,  economic  or  social  creed. 

(12)  To  provide  opportunities  whereby  men  and  older 
boys  who  are  willing  may  serve  their  fellows. 

c.  Administration  and  supervision 

Extension  work  is  not  limited  to  educational  features, 
for  effort  outside  the  Association  building  may  be  con- 
ducted by  any  or  all  departments.  Therefore,  it  is  impor- 
tant for  every  department  within  the  Association  to  cooper- 
ate closely  in  organizing,  promoting  and  conducting  this 
work.  This  is  particularly  important,  for  supervision  of 
activities  outside  the  Association  building  is  more  difficult 
than  the  supervision  of  those  within.  For  those  features 
and  activities,  entirely  educational,  the  educational  depart- 
ment with  its  committee  and  secretaries  is  chiefly  and 
directly  responsible. 

Frequently  a  subcommittee  of  the  general  educational 
committee  has  a  special  relation  to  extension  work  and  often 
an  advisory  committee  also  renders  valuable  service.  Much 
dependence  for  the  actual  conduct  of  the  work  must  be 
placed  upon  voluntary  help  from  committeemen,  speakers, 
club  leaders,  teachers  and  others,  thus  intensifying  the  ele- 
ments of  service  which  should  pervade  this  kind  of  work. 

d.  Features 

Among  the  various  features  of  extension  work  are : 

(1)  Lectures  and  talks  in  shops,  business  houses,  ship- 
ping rooms,  school  buildings,  at  engineering  and  building 
projects,  in  factories,  club  houses,  churches  and  social  cen- 
ters; at  any  time  of  the  day  or  night,  to  men  and  women. 


OUTSIDE  THE  BUILDING  175 

boys  and  girls,  native  or  foreign-born.  Preferably  the 
audiences,  however,  are  men  and  boys.  Discussions  may 
pertain  to  any  and  all  subjects,  relating  to  daily  occupations, 
and  personal,  home  or  civic  life. 

(2)  Clubs,  combining  helpful  play,  recreation,  stimulus 
and  education  of  any  character  wherever  a  group  of  men 
or  boys  can  be  gathered. 

(3)  Class,  club  or  group  instruction  in  any  subject,  such 
as  English  for  non-English  speaking  men  and  boys,  first 
aid  to  the  injured,  hygiene,  history,  civics,  arithmetic,  writ- 
ing or  any  subject  for  which  there  is  demand. 

These  are  the  three  main  lines  of  extension  work,  though 
other  forms,  such  as  home  study,  educational  tours  and 
trips,  certain  features  of  camp  life  and  agricultural  experi- 
ments may  also  be  classified  under  this  general  division. 
Many  of  the  forms  of  effort  suggested  in  the  section  on 
Social  Service  are  applicable  in  work  outside  the  building. 

8.    English  for  Coming  Americans 

America  seems  to  be  the  melting  pot  for  all  nations  of 
the  world,  but  unless  it  really  succeeds  in  melting,  fusing 
and  creating  a  more  or  less  harmonized  constituency — a 
Christian  American  nation — the  chaotic  mixture  may  destroy 
the  melting  pot.  In  increasing  numbers — 1,300,000  in  one 
year — people  are  coming  to  our  shores  from  other  nations. 
Years  ago  such  immigration  was  largely  English,  Irish, 
Gierman  and  Scandinavian — wholesome,  earnest,  faithful 
citizens  and  nation  builders.  Of  late  years,  however,  that 
kind  of  immigration  has  almost  entirely  ceased,  and  in  its 
place  masses  of  suspicious,  clannish  people  from  southern 
and  southeastern  Europe  have  swarmed  to  our  already  con- 
gested cities,  and  in  sections  of  them  have  built  their  own 
increasing  number  of  foreignized  city  centers. 


176  ASSOCIATION  EDUCATIONAL  WORK 

This  means  the  supplanting  of  American  ideals  by  lower 
European  ideals  in  many  of  our  cities.  They  are  ignorant 
of  our  language  and  of  our  laws  and  customs;  many  of 
them  are  obliged  to  live  in  overcrowded  tenements  and  under 
most  unsanitary  conditions.  It  is  not  a  question  of  whether 
we  want  them  or  not.  They  are  here  and  their  numbers  are 
increasing.  Their  families  are  large  and  they  are  to  be  the 
American  citizens  of  the  future.  Unless  we  can  assimilate, 
develop,  train  and  make  good  citizens  out  of  them,  they  are 
certain  to  make  ignorant,  suspicious  and  un-Americanized 
citizens  out  of  us.  Unless  we  Americanize  them  they  will 
foreignize  us. 

On  the  other  hand,  every  one  of  these  boys  and  men  has 
a  soul  to  save,  a  life  to  live,  and  an  influence  to  exert  for 
good  or  for  evil.  Here  is  our  opportunity  and  responsibility 
as  an  Association.  Effort  expended  in  their  behalf  shows 
that  they  are  responsive  when  they  discover  that  the  Asso- 
ciation has  a  genuine  interest  in  them  and  is  not  after  their 
money ;  that  rapid  progress  and  Americanization  is  possible 
with  small  effort ;  that  the  young  people  in  the  second  gen- 
eration furnish  the  field  for  the  largest  returns,  as  they 
quickly  fit  into  the  best  of  American  life  after  they  have 
once  experienced  it. 

Over  one  hundred  Associations  are  giving  more  or  less 
attention  to  helping  meet  this  great  need.  The  entering 
wedge  is  the  teaching  of  English — how  to  speak,  read,  write 
and  do  business  in  the  English  language.  The  method  in 
most  successful  use  is  that  of  Dr.  Peter  Roberts  of  the 
International  Committee,  who  is  giving  his  entire  attention 
to  the  subject. 

Much  of  such  work  must  naturally  be  done  outside  the 
Association  building,  in  centers  where  these  boys  and  men 
are  employed  or  live,  and  by  teachers  who  are  filled  with 
the  love  of  Christ  for  their  fellows  though  they  speak  an- 
other tongue,  and  where  all  is  done  in  a  way  to  command 


Uav  Macuink  Aim'kenuck  School-  Bkiugkfort,  Con.n. 


Watch  Making  School— Detroit,  Mk  ii. 


FOR  COMING  AMERICANS  177 

their  respect,  win  their  confidence,  and  gradually  to  lead 
them  to  understand  the  best  there  is  in  American  Christian 
civilization. 

Expense  of  Association  Educational  Work  Aside  from 
Light,  Heat  and  Rent 

1890  $  50,000  IH 
1893   58,000  ^ 

1895  78,000  wmm 
1898  103,000  mm^m 

1900  129,000  i^^HB^ 

1903  225,000  ^^m^^^mmm 

1906  352,000  ^i^mm^mm^m^m^mm 

1909  570,000  ^^^^^^mm^m^^^mmi^^^^mm^mm 

1911  773,000  ^^^^ma^^^Km^^mmmm^^^ma^^mmmi^^^^^^^m 

International  Examinations — Associations  Participating 

1893   0 

1896  25  ^^i^^l^H 

1909  110  m^mi^^m^^^mm^^m^^mm^^^mm^^mmmKmm 

121  mmmmKm^mi^a^^m^^mm^^mm^^mm^^^^mm^m 
1911  137  ^^^^^mK^^mm^^mi^^^mK^^^mm^^^^mm^mmm^ 

Attendance — Commercial  and  Business,  and  High  Schools 

Black  line— Students  in  Business  and  Commercial  Schools. 
Gray  line— Students  in  High  Schools  (Public  and  Private). 


1890     80,000 
203,000 

1895      96,135 
350,100 

1900      91,549 
519,251 

1905    146,086 
679,702 

1908    154,963 
770,456 

1910    134,778 
915,061 


VII.    AMONG  BOYS 
1.     In  General 

He  develops  boyhood  best  who  observes  the  principles  of 
successful  boy  life.  Each  effort  should-  be  prompted  with 
the  purposeful  idea  of  contributing  to  the  boy's  preparation 
for  life.  Every  phase  of  good  Association  work  among 
boys  is  essentially  educative.  From  twelve  to  eighteen  is 
the  most  important  period  in  the  boy's  life.  In  it  he  passes 
from  childhood  to  manhood  and  largely  fixes  those  habits 
and  rules  of  conduct  which  control  his  later  years. 

Until  fourteen  he  is  considered  a  junior,  and  activities  to 
be  successful  must  naturally  fit  the  adolescent  or  changing 
nature  of  the  boy.  While  for  his  best  good,  and  also  for 
that  of  the  nation,  he  should  be  in  public  school  at  least  till 
sixteen  or  eighteen,  yet  the  chances  are  seven  to  one  that  he 
is  out  of  school  at  fourteen. 

School  boys  are  of  similar  interests,  go  in  gangs,  and, 
as  a  rule,  are  rather  easily  influenced.  The  Association's 
privileges,  to  be  of  largest  service  to  these  boys,  will  nat- 
urally be  attractive  and  supplement  those  of  the  public  school 
as  avocational  training  supplements  vocational  training. 

Working  boys  fourteen  to  eighteen  differ  widely  in  their 
interests,  are  much  more  independent  in  their  thought  and 
conduct,  develop  more  of  individual  responsibility  through 
burden  bearing,  and  offer  to  the  Association  a  rare  and 
needy  field  of  service.  The  training  required  depends  on 
their  vocation,  on  their  objects,  desires  or  ambitions  in  life. 

Facilities  will  be  adapted  to  meet  needs  of  boys  in  offices, 
in  stores,  in  shops  and  factories,  in  messenger  service,  in 
domestic  and  personal  service,  and  also  in  irregular  occu- 
pations. As  a  rule  the  boys  are  very  largely  unprepared  for 
life's  work.  With  but  two  to  six  years  of  schooling  before 
the  age  of  twelve,  they  are  generally  employed  in  jobs  with 


AMONG  BOYS  179 

but  little  chance  for  advancement,  are  denied  a  healthful 
play  life,  their  physical  development  is  seldom  natural,  and 
their  home  life  is  often  not  as  normal  and  uplifting  as  it 
should  be. 

The  Association  is  not  a  competitor  of  the  home  or  of  the 
school,  but  supplements  and  strengthens  both.  The  varieties 
of  service  among  boys  are  much  the  same  as  those  among 
men  but  with  proper  adaptations.  When  successfully  con-\ 
ducted,  educational  privileges  render  effective  service  in 
broadening  interests  of  boys,  cultivating  habits  of  obedience, 
creating  proper  ideals  of  Christian  boyhood,  and  helping 
prepare  them  for  more  efficient  living.  Such  facilities  may 
be  divided  into  the  direct,  as  class  work  and  allied  phases ; 
and  the  indirect,  as  talks,  clubs,  dramatics,  exhibits,  trips 
and  the  like. 

a.  Objects 

Some  of  the  many  objects  in  promoting  appropriate  edu- 
cational privileges  among  boys  through  the  Associations,  are 
as  follows: 

( 1 )  To  supplement  the  work  of  the  public  schools. 

(2)  To  encourage  boys  to  remain  longer  in  school  and 
thus  more  adequately  prepare  for  their  life  work. 

(3)  To  give  ambitious  working  boys  opportunities  to  fill 
in  their  educational  gaps  during,  or  after,  working  hours. 

(4)  To  provide  appropriate  vocational  training  for  work- 
ing boys. 

(5)  To  encourage,  among  all  boys,  profitable  use  of  spare 
time. 

(6)  To  help  develop  strong,  trained  citizens. 

(7)  To  help  mold  intelligent  Christian  character. 

b.  Decline  in  public  school  attendance 

The  following  facts  from  the  official  school  reports  of  58 
typical  cities,  large  and  small,  for  1910,  will  be  disappointing 


180  ASSOCIATION  EDUCATIONAL  WORK 

to  many.  They  reveal  the  great  need  of  continuation  schools 
or  their  equivalent  for  boys.  At  ten  years  of  age  there  are 
more  boys  in  school  than  at  any  other  age.  These  relative 
figures  are  based  on  the  total  number  of  boys  ten  years  of 
age,  considered  as  100 : 

Students 
Age  in  School 

10 90 

11 89 

12 87 

13 78 

14 52 

15 26 

16 13 

In  other  words,  of  100  boys  ten  years  of  age  90  of  them  are 
enrolled  in  school;  12  of  these  have  left  before  they  are 
thirteen;  38  have  left  before  they  are  fourteen;  one-half 
of  the  remainder  or  26  leave  during  the  next  year  or  before 
they  are  fifteen;  one-half  of  the  remainder  again,  or  13, 
leave  during  the  next  year  or  before  they  are  sixteen.  That 
is,  after  thirteen  and  before  fifteen,  52  boys  or  57  per  cent 
of  all  the  ten-year-old  boys  enrolled  drop  out.  Just  here  in 
the  closing  years  of  the  grammar  grades  and  the  first  years 
of  high  school  are  the  critical  years  when  we  need  to  exert 
greatest  efforts  to  facilitate  and  encourage  boys  to  stay  in 
school. 

The  courses  of  study  and  facilities  of  the  splendid  public 
schools  seem  to  fail  to  meet  the  enlarged  needs  and  growing 
interests  of  the  great  majority  of  young  people.  The  Asso- 
ciation and  all  other  supplementary  educational  facilities 
must  help  meet  this  need  and  thus  strengthen  and  encourage 
the  public  schools. 

2.     Helping  Keep  Boys  in  School 

A  large  part  of  our  work  is  to  encourage  a  condition  of 
educational  privileges  which  will  attract  boys  to  and  hold 


KEEPING  BOYS  IN  SCHOOL  181 

them  in  public  school  till  sixteen  or  eighteen  years  of  age. 
If  such  cannot  be  made  attractive  and  thus  hold  them,  then 
we  must  do  as  in  some  foreign  nations,  compel  appropriate 
training.  For  reasons  cited  on  pages  7-19,  the  Association 
should  increasingly  seek  to  help  stem  the  flood  of  boys  drift- 
ing out  of  school  and  into  inefficient  citizenship.  To  prevent 
an  evil  is  preferable  to  attempting  a  cure  later.  Realizing 
this,  Associations  have  cooperated  faithfully  and  success- 
fully with  public  school  officers  and  teachers,  parents  and 
others  in  persuading  boys  to  remain  in  school,  complete  their 
high  school  education  or  go  to  college. 

a.  Methods 

Various  methods  have  been  used  toward  these  ends, 
among  them : 

(1)  In  cooperation  with  grammar  and  high  schools,  spe- 
cial talks  by  local  men  or  visitors  on  the  value  of  an  educa- 
tion, business  and  industrial  occupations,  professional  voca- 
tions and  similar  topics. 

(2)  Similar  talks  in  the  Association,  in  boys'  clubs,  and 
in  Sunday  schools. 

(3)  Private  consultations  with  teachers,  parents  or  others 
by  letter  or  personally. 

(4)  Interviews  and  chats  with  individual  boys  or  small 
groups. 

(5)  Through  clubs.  A  college  club  of  high  school  boys, 
in  which  graduates  of  various  colleges  talk  about  college 
life,  seldom  fails  to  send  several  members  away  for  ad- 
vanced schooling. 

b.  Some  effective  means 

In  presenting  the  importance  of  schooling  to  boys  it  is 
desirable  to  emphasize  the  money  value  of  education.  Such 
economic  facts  as  those  under  Value  of  Education,  page  12, 


182 


ASSOCIATION  EDUCATIONAL  WORK 


and  the  following,  should  be  presented  vigorously  to 
prove  the  importance  of  the  boy  remaining  in  school  as  long 
as  possible  in  preference  to  taking  a  "job"  at  small  pay. 


( 1 )  Ten  dollars  a  day : 

Average  yearly  income  of  the  educated  man      ...     $  1,000 

In  40  years  he  earns 40,000 

Average  yearly  income  of  the  uneducated  man  .         .  450 

In  40  years  he  earns 18,000 

$40,000— $18,000=$22,000,  the  difference  in  earnings  of  edu- 
cated and  uneducated  men=:value  of  an  education. 
To  obtain  this  education  requires  twelve  years  of  school- 
ing, nine  months  per  year,  or  2,160  days. 
$22,000-^2, 160=$  10,  the  value  of  each  day's  schooling  and 
training. 

(2)  Advantages  of  staying  in  school  till  eighteen: 


The  Weekly  Wage  of  Boys  Leaving  School 


At  14,  the 

end  of 

Grammar 
School 

Age 

$4.00       . 

14 

5.00     . 

16 

7.00      . 

18 

9.50      . 

20 

11.00      . 

.        22 

12.00      . 

24 

13.00      . 

25 

At  18,  the 

end  of 

High  School 

In  school 

In  school 

$10.00 

15.00 

20.00 

24.00 

30.00 


Total  Earnings  to  the  End  of  the  Twenty-fifth  Year 
$5,700  $7,350 


The  increased  annual  income  at  the  end  of  the  25th  year,  due  to  the 
value  of  4  years  in  high  school=($30— $13)X52  weeks=$884. 
This  is  equivalent  to  an  investment  of  $17,680  at  5  per  cent. 
Can  a  person  permanently  increase  his  capital  as  well  or  as 
fast  in  any  other  way? 


AMONG  BOYS  183 

Productive  Power  and  Weekly  Wages 

Industrial  or  Trade 
Unskilled  Labor  School  Trained  Labor 

22  years,  $10.00  22  years,  $17.00 

32  years,    10.20  32  years,   25.00 

Shop  Trained  Labor  Technical  School  Trained  Labor 

22  years,  $13.50  22  years,  $13.00 

32  years,    15.80  32  years,   43.00 

The  oral  and  visual  presentation  of  such  facts  and  figures 
to  boys,  teachers,  parents  and  others  should  help  consider- 
ably in  decreasing  the  number  of  boys  leaving  school  too 
early  in  life. 

Experience  shows  that  one  of  the  most  effective  and  suc- 
cessful ways  of  helping  to  keep  boys  in  school  is  for  the 
Association  to  provide  efficient  training  for  boys  who  have 
dropped  out  of  school.  Such  experience  has  proved  a  suc- 
cessful object  lesson  to  public  school  authorities  and  helped 
them  to  so  modify  and  improve  the  courses,  programs  and 
training  as  to  challenge  the  respect  and  interest  of  boys  as 
well  as  of  the  public.  This  has  resulted  in  many  thousands 
of  boys  staying  in  school  from  twelve  to  fourteen  or  sixteen, 
who  formerly  would  have  dropped  out.  The  Association 
by  its  peculiar  pioneer  service  is  one  of  the  strongest  allies 
of  the  public  school.  Its  practical  service  has  thus  aided 
the  steady  development  of  such  vocational,  industrial,  and 
commercial  training  in  public  schools,  and  elsewhere,  as  will 
help  meet  more  of  the  necessary  detail  training  demanded 
of  the  present  day.  The  following  pages  briefly  describe 
the  features  of  Association  educational  work  among  boys. 

3.     Location,  Equipment  and  Furnishing  of  Rooms 

The  time  has  passed  when  an  Association  boys'  depart- 
ment has  quarters  inferior  to  those  enjoyed  by  the  senior 
membership.  Poor  location,  unattractiveness  and  poor 
equipment  give  place  in  progressive  Associations  to  choice 


184  ASSOCIATION  EDUCATIONAL  WORK 

quarters,  good  equipment  and  attractiveness.  The  educa- 
tional rooms,  from  2  or  3  in  small  departments,  to  20  or 
more  in  separate  buildings  for  boys,  should  be  contiguous, 
include  an  office,  study  room  and  library,  reading  room, 
club  room,  lecture  room  and  class  rooms  for  commercial, 
industrial,  academic  and  shop  work  subjects. 

Environment  plays  as  important  a  part  in  the  development 
of  manhood  as  heredity.  An  Association,  like  the  public 
school,  should  seek  to  make  the  boy's  surroundings  cater 
to  his  fullest  growth.  This  is  a  part  of  the  educative  pro- 
cess which  is  fully  as  important  as  his  books  and  teachers. 

The  boy  learns  to  appreciate  cleanliness  in  himself  when 
this  is  characteristic  of  his  surroundings ;  he  learns  to  appre- 
ciate and  care  for  good  furnishings  when  they  inspire  his 
respect;  he  will  cultivate  orderliness  when  he  observes  it 
about  him;  he  will  act  gentlemanly  when  he  is  surrounded 
with  gentle  influences ;  he  will  recognize  the  rights  of  others 
when  those  rights  appeal  to  him  as  just;  he  will  admire 
beauty  and  good  taste  and  likewise  cultivate  the  habit  of 
seeking  them  when,  by  his  surroundings,  he  is  encouraged 
to  do  so.  For  these  reasons  the  boys'  rooms  should  be 
clean,  light  and  orderly ;  should  have  good,  substantial  furni- 
ture ;  be  decorated  tastefully,  suitably  carpeted  and  supplied 
with  attractive  pictures  and  other  articles  of  adornment 
which  do  not  offend  the  eye,  taste  or  judgment. 

In  order  to  cultivate  a  personal  interest,  to  provide  a 
sense  of  proprietorship  and  develop  the  idea  of  cooperation, 
many  Associations  encourage  and  assist  the  boy  members 
in  some  of  the  work  in  finishing  the  Association  rooms, 
building  articles  of  furniture,  weaving  mats,  choosing  and 
framing  pictures,  decorating  walls,  making  magazine  covers, 
game  boards  and  other  necessary  equipment.  To  make 
minor  repairs  will  teach  boys  to  be  careful  and  avoid  the 
need  for  repairs.  This  kind  of  work  demands  planning, 
initiative  and  possibly  shop  work  in  the  crafts,  which  of 


c    c    ■      •   • 


BOYS'  READING  ROOM  185 

itself  is  very  desirable  as  an  educational  feature.  See  added 
and  detailed  information  on  number  of  rooms  and  equip- 
ment, page  132. 

Yearly  Incomes  of  Wage-Earners  in  United  States 
From  Nearingr,  "Wages  in  the  United  States." 

10^  ^B^HBi  Skilled  labor  gets  over  $1000  per  year. 

40%  ^ma^K^^mma^mmm^^^mm  Semi-skilled  labor  gets  $600  to  $1000. 

50%  ^m^^mmmma^^^^^mmamm^^m^^m  Unskilled  labor  gets  $600  or  less. 

Yet  $900  is  needed  today  to  rear  decently  an  ordinary  workingman's  family 
in  most  American  cities,  without  appeal  to  charity  or  sacrificing  the  workers' 
standard  of  efficiency. 

4.    Reading  Room 

a.  Location 

For  boys  the  reading  room  is  not  necessarily  a  special 
room  but  may  be  in  the  general,  social  or  assembly  room. 
Boys  prefer  to  read  within  sound  and  sight  of  their  fellows. 
At  least  they  do  not  avoid  other  activities  while  reading. 
Noise  seems  to  intensify  their  application.  Substantial 
equipment  of  chairs,  tables  and  good  light  are  sufficient  for 
most  purposes.  Often,  though  not  always,  a  separate  read- 
ing room  encourages  disorderly  conduct. 

b.  Reading  matter 

The  selection  of  periodicals  is  important.  The  same 
magazines  which  are  attractive  to  men  are  attractive  to  boys, 
though  it  is  advisable  to  add  a  few  special  boys'  periodicals. 
Lists  may  be  secured  from  local  libraries  or  from  periodi- 
cal bureaus.  Magazines  of  outdoor  life,  invention,  handi- 
crafts, etc.,  are  especially  good.  Cheap  illustrated  publica- 
tions are  not  worth  while. 

c.  Conduct 

A  certain  amount  of  disorder  may  be  allowed,  but  boys 
should  be  required  to  handle  magazines  carefully.     Wilful 


186  ASSOCIATION  EDUCATIONAL  WORK 

mutilation  should  be  vigorously  dealt  with.  Magazines 
should  be  bound  in  durable  covers,  which  the  boys  often 
make  themselves.  To  obtain  most  effective  use  of  maga- 
zines, notices  of  timely  or  special  articles  may  be  posted  or 
in  other  ways  brought  to  the  attention  of  boys.  See  sug- 
gestions, pages  39-40. 

5.     Library  and  Books 

a.  Importance  of  directed  reading 

The  fundamental  principle  of  effective  library  work 
among  boys  is  directed  reading.  The  boy  is  least  fitted  to 
choose  the  books  which  are  desirable  for  him  to  read  though 
his  interests  at  various  ages  decidedly  influence  his  reading. 
The  experienced  teacher,  leader  or  expert  in  work  with 
boys  should  be  able  to  fit  books  to  individual  boys. 

A  boys'  library  is  conducted  most  profitably  when  it  sup- 
plements the  boy's  daily  life.  As  the  boy  grows  his  interests 
change  from  those  of  boyhood  to  those  of  manhood.  Thus 
it  is  that  travel,  adventure,  invention,  biography,  love  stories, 
outdoor  books  cater  to  the  interests  and  needs  of  boys  at 
various  ages  and  in  various  occupations.  For  this  reason 
a  boys'  library  is  fulfilling  its  function  only  partially  when 
haphazard  or  wholly  undirected  reading  is  permitted. 
Efforts  should  also  be  made  to  encourage  careful  reading. 
The  newspaper  habit  of  reading  is  affecting  boys  as  well 
as  adults.  They  should  be  led  to  read  slowly  enough  to 
absorb  what  they  read. 

b.  Selection  of  books 

To  make  directed  reading  effective  one  must  have  the 
necessary  books.  For  this  reason  the  choice  of  books  for 
an  Association  boys'  library  is  important.  Carefully  selected 
lists  of  boys'  books  have  been  compiled  by  various  library 
experts  and  are  usually  available  at  city  or  state  libraries. 


BOYS'  LIBRARY  187^ 

Whether  the  library  is  large  or  small  it  should  be  well  bal- 
anced, with  a  good  representation  of  books  of  historical 
fiction,  biography,  travel  and  adventure.  Cheap  editions 
should  be  avoided,  as  they  do  not  wear  well.  Payments 
for  unusual  damages  or  losses  should  be  required.  The 
Association  library  may  be  supplemented  by  loans  of  books 
from  private,  public  or  traveling  libraries.  The  Association 
should  seek  to  cooperate  with  public  libraries  and  with 
school  officials  to  make  most  effective  use  of  existing 
facilities. 

c.  Equipment  and  location 

The  boys'  library  as  yet  often  has  no  special  room  of  its 
own,  but  is  usually  found  in  the  large  social  room.  The 
book  cases  should  have  a  prominent  place  in  the  rooms  and 
be  open  to  any  boy  at  any  time  upon  request.  Where  there 
is  constant  supervision  it  is  better  for  the  cases  to  be  open 
continually.  Boys  prefer  not  to  be  limited  to  the  place 
where  they  can  read ;  hence  special  library  tables,  save  those 
used  for  magazines  or  other  purposes,  are  not  necessary. 
No  special  library  equipment  except  the  cases  is  needed. 
Provision  should  be  made  for  good  reading  light  by  day  or 
night. 

d.  Conduct  and  supervision 

In  many  Associations  where  no  special  library  supervision 
is  provided  either  for  men  or  boys,  a  special  boys'  library 
committee  renders  excellent  help  by  supervising  the  loan 
of  books.  Boys  should  be  encouraged  to  read  much  at  home. 
The  system  generally  followed  in  public  libraries  for  the 
loan  of  books  is  applicable  to  Associations.  A  library  com- 
mittee of  six  members  often  arranges  a  program  by  which 
one  member,  during  stipulated  daily  hours,  will  receive  and 
distribute  loans  of  books. 


188  ASSOCIATION  EDUCATIONAL  WORK 

e.    Additional  suggestions 

(1)  Most  effective  stimulation  of  good  reading  may  be 
secured  by  the  secretary  through  personal  chats  and  by  loan- 
ing special  books  from  his  own  desk. 

(2)  Book  clubs  of  a  semi-social  character  with  coopera- 
tive reading  and  discussion  of  books  have  been  successful. 
An  enthusiastic  leader  is  the  secret  of  success. 

(3)  Book  talks  and  readings  around  the  fireplace  or  in 
any  other  attractive  way  arouse  interest. 

(4)  Story-telling  with  suggestions  where  more  can  be 
read  are  helpful. 

(5)  Posted  lists  of  new  or  emphasis  on  older  books  in- 
crease interest.     See  added  library  suggestions,  page  41. 

6.     Practical  Talks 

a.  Three  principles 

The  suggestions  beginning  on  page  46  may  be  followed 
in  work  with  boys.  Three  things  may  be  emphasized — 
informality  of  session,  personality  of  the  speaker,  and 
demonstration.  Talks  should  be  short  and  informal;  the 
speaker  must  grip  the  attention  of  the  boys  through  a  win- 
ning personality;  the  more  visual  demonstration  or  illus- 
tration of  the  subject  discussed  the  better.  The  selection 
of  the  speaker  is  of  far  greater  importance  than  that  of 
the  subject;  consequently,  the  cooperation  of  the  boys  in 
securing  speakers  is  desirable.  Some  group  or  committee 
may  assume  large  responsibilities  in  the  organization  and 
conduct  of  talks. 

b.  Value  and  object 

No  feature  in  boys'  work  may  be  made  more  interesting 
and  valuable  than  practical  talks,  for  they  may  be  as  varied 
in  number,  character  and  helpfulness  as  the  effort  expended 
on  them.     Some  topics  are  suggested  on  page  48.    The  sub- 


BOYS'  CLUBS  189 

jects  which  may  be  discussed  are  inexhaustible  and  those 
who  may  be  secured  as  speakers  are  limited  only  in  number 
and  quality  by  the  size  and  character  of  the  local  commu- 
nity. 

To  be  most  effective  the  talks  should  aim  to  supplement 
or  strengthen  other  activities,  such  as  clubs,  tours,  and  class 
work.  The  supervision  should  seek  to  secure  for  the  boys 
in  each  talk,  definite  information,  new  incentives  for  effort, 
stimulation  of  new  interests  and  definite  character  building. 

7.    Clubs 

a.  Associated  effort  and  Association  principles 

The  most  formal  form  of  "Association"  work  among  boys 
is  club  work.  Cooperation  is  a  distinguishing  trait  in  ado- 
lescent boy  life  and  cooperation  is  the  soul  of  a  club.  The 
most  effective  results  in  every  department  of  boys'  work 
are  obtained  where  the  principles  of  club  organization  and 
conduct  are  partially  or  wholly  observed.  These  principles 
may  be  found  stated  in  various  books  on  boy  life,  together 
with  many  suggestions  on  methods  of  work.  A  list  of 
Association  clubs  and  suggestions  for  their  organization 
and  conduct  may  be  found  beginning  on  page  54. 

b.  Importance  of  leadership 

Leadership  is  the  key  to  success  in  club  work.  The 
leader  may  "kill"  his  group.  Thus  it  is  of  greatest  impor- 
tance that  leaders  be  very  carefully  chosen.  They  must 
desire  to  help  boys  through  avenues  of  natural  interests, 
seek  to  breed  a  cooperative  and  friendly  spirit  within  their 
group  and  be  dominated  by  Association  ideals  of  service. 
The  wise  leader  among  boys  will  not  seek  numbers  so  much 
as  quality ;  yet  he  will  endeavor  to  prevent  a  semblance  of 
obnoxious  exclusion  which  may  be  distasteful  to  others. 


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CLASS  WORK  AMONG  BOYS  191 

c.    Organization 

Among  boys  a  certain  amount  of  secrecy  is  desirable 
because  of  natural  characteristics ;  initiation  rites  and  secret 
ceremonies  will  often  lend  strength  and  interest.  Club 
members  among  boys  are  generally  elected.  An  Association 
should  seek  to  identify  each  boy  member  with  some  club, 
at  the  same  time  making  such  restrictions  that  it  is  an  honor 
for  a  boy  to  belong  to  such  a  group. 

At  least  once  a  season,  whether  a  month  or  twelve  months 
in  length,  a  club  may  well  arrange  for  some  public  exhibition 
or  demonstration  of  its  work.  Thus  it  increases  the  interest 
of  its  own  members  and  attracts  the  attention  of  others. 
It  is  generally  found  that  short-term  are  more  successful 
with  boys  than  long-term  clubs.  A  boy's  interests  change 
rapidly  and  club  work  must  keep  pace  with  them.  Fre- 
quently the  same  group  of  boys  will,  within  one  or  two 
seasons,  be  interested  successively  in  collecting,  in  sports 
and  photography  or  other  interests. 

Further  valuable  suggestions  may  be  found  in  various 
issues  of  Association  Boys,  or  American  Youth. 

8.    Class  Work 

a.    Principles 

A  discussion  of  the  variety,  organization  and  conduct  of 
definite  class  instruction  among  boys  and  men  may  be  found 
beginning  on  page  62.  While  the  variety  of  class  work 
among  boys  is  necessarily  more  limited  than  among  men, 
the  need  of  instruction  in  many  subjects  is  fully  recognized 
by  all.  Employed  boys,  as  a  group,  are  more  in  need  of 
help  than  others;  their  instruction  should  closely  supple- 
ment their  daily  tasks,  either  by  fitting  them  for  better  ser- 
vice or  by  preparing  them  for  some  other  more  desirable 
vocation. 


192  ASSOCIATION  EDUCATIONAL  WORK 

The  following  principles  are  important : 

(1)  Instruction  for  school  boys  may  either  directly  sup- 
plement their  school  work  or  indirectly  train  them  in  special 
vocations  or  general  culture. 

(2)  Wage-earning  boys  should  receive  special  training, 
not  according  to  their  ability  to  pay,  but  on  the  basis  of 
their  needs. 

(3)  Class  work  in  which  individual  instruction  is  promi- 
nent should  be  vigorous  and  stimulating,  utilizing  natural 
interests  as  points  of  departure  from  which  to  work. 

(4)  Much  attention  should  be  given  to  selection,  encour- 
agement and  assistance  of  teachers.  The  personality  of  the 
teacher  and  his  ability  to  inspire  respect  and  effort  is  funda- 
mental. 

(5)  In  class  work  for  working  boys  it  is  desirable  to 
enlist  the  cooperative  interest  of  employers  and  business 
men.  Part  time  cooperative  schools  for  apprentices  and 
boy  workers  in  various  occupations  may  be  conducted  with 
profit  to  boys,  employers  and  the  Association.  See  section 
on  Continuation  Schools,  page  212. 

b.    Working  boys*  school  (group  course) 

The  steady  stream  of  boys  leaving  school,  fifty  per  cent 
of  them  with  no  more  than  five  or  six  years  of  schooling, 
is  flooding  the  country  with  inefficient  workers  and  mediocre 
citizens.  They  have  scarcely  laid  elementary  foundations 
of  training  for  life  before  they  leave  school.  While  spe- 
cialized vocational  training  is  much  needed,  large  numbers 
of  boys  in  every  community  must  lay  foundations  in  ele- 
mentary subjects  before  they  can  hope  to  fit  themselves  for 
more  advanced  training  and  for  specialized  vocations. 

The  working  boys'  school,  organized  on  the  group  course 
plan  and  conducted  much  like  the  old-fashioned  country 
school,  is  rendering  excellent  service.  The  following  pro- 
gram, adapted  to  two-hour  sessions  twice  per  week,  which 


Building  Trades  Afprentices— Chicago,  III. 


Sheet  Metal  apprentice  School— Philadelphia,  Pa. 


WORKING  BOYS'  SCHOOL  193 

has  proved  successful  for  one  teacher  with  fifteen  or  twenty 
boys,  may  with  modifications  be  made  to  suit  any  local  con- 
ditions : 

7.30 — 7.45.    Opening  exercises,  experimental  science,  current  topics 

and  practical  talks,  hygiene,  etc. 
7.45 — 8.15.     Practical  arithmetic. 
8.15 — 8.45.     Penmanship,     English,    English    composition,    business 

forms  and  correspondence. 
8.45 — ^9.00.     Reading  and  spelling. 

9.00 — ^9.30.  Geography,  civics  and  history,  with  occasional  drawing. 
9.30.     Individual  help. 

If  a  light  supper  is  furnished  at  cost  the  boys  may  come 
direct  from  work  to  the  Association,  eat  together  and  finish 
school  duties  earlier.  In  large  schools  boys  are  wisely 
grouped  according  to  occupations.  Best  results  are  seen 
where  proper  emphasis  is  given  to  physical  development 
and  character  building.  Occasional  tests  and  final  exami- 
nations, preferably  including  the  International  examina- 
tions, are  desirable. 

Salaries  adequate  to  secure  best  obtainable  instructors 
should  be  paid.  Tuition  fees  should  be  as  low  as  possible 
and  should  not  be  expected  to  pay  the  entire  expenses  of 
advertising,  supervision,  teaching  and  incidentals,  but  simply 
approximate  the  teachers'  salaries.  Where  special  vocation 
classes  yield  a  margin  of  profit,  this  may  be  applied  to  the 
deficit  contracted  in  the  boys'  and  other  classes  in  funda- 
mental subjects.  Public  spirited  citizens  may  be  enlisted  to 
assist  the  boys'  school  and  definite  budget  appropriations 
may  be  legitimately  made  in  case  of  deficit.  Every  Asso- 
ciation with  fifty  or  more  working  boys  should  endeavor  to 
conduct  such  a  course  or  provide  other  facilities  by  which 
this  group  may  secure  supplemental  schooling.  Where 
there  are  excellent  public  evening  schools  the  Association 
should  seek  to  cooperate  in  securing  the  attendance  of  their 
members. 


194  ASSOCIATION  EDUCATIONAL  WORK 

Special  pamphlets  or  additional  information  on  the  organi  - 
zation,  conduct,  supervision  and  detailed  courses,  topics  and 
programs  for  the  working  school  may  be  secured  on  appli- 
cation. 

c.    Boys'  summer  school 

This  feature  offers  the  backward  boy — because  of  sick- 
ness, temperament  or  retarded  development — a  chance  to 
make  up  deficiencies ;  it  gives  those  boys  who,  through  un- 
avoidable reasons,  have  fallen  behind  in  their  work,  a  chance 
to  make  up  lost  time;  it  also  provides  an  opportunity  for 
the  ambitious  boy  to  get  ahead  in  his  schooling.  For  the 
normal  boy  who  cannot  be  classed  among  the  above  the 
school  provides  a  place  in  which  to  profitably  spend  a  certain 
amount  of  time  each  day  during  his  vacation. 

Several  good  reasons  lead  to  the  conduct  of  these  schools 
which  have  rapidly  increased  in  number  and  attendance: 

(1)  An  opportunity  to  help  many  boys  in  the  community 
who  need  help. 

(2)  Encouraging  the  profitable  use  of  a  portion  of  vaca- 
tion time. 

(3)  Identification  of  the  Association  with  local  needs  and 
interests. 

(4)  Employment  of  the  time  of  regular  Association  day 
teachers  in  larger  cities  where  classes  are  held  during  the 
summer  time. 

(5)  Desire  to  assist  parents  and  educationally  supple- 
ment the  work  of  public  schools. 

The  summer  school  has  proved  effective  in  these  ways 
and  school  teachers,  principals  and  other  school  authorities, 
parents,  Association  secretaries  and  the  boys  themselves  all 
agree  that  the  summer  school  is  effective  and  desirable. 

The  daily  program  five  days  per  week  for  eight  or  ten 
weeks  is  usually  as  follows,  with  modifications  to  suit  local 
conditions : 


BOYS'  SUMMER  SCHOOL  195 

8.30 —  8.45.     Opening  exercises  with   short  scripture   reading  and 
remarks;  if  possible  a  short  practical  talk  or  simple  scientific 
demonstration. 
8.45 — 10.20.    Study  and  recitation. 
10.20 — 10.35.    Recess,  games,  exercise. 
10.35 — 12.00.     Study  and  recitation. 
12.00 — 12.30.    Gymnasium  or^pool. 

One  or  two  afternoons  a  week  are  usually  devoted  to  out- 
door sports,  hikes  or  trips  under  supervision.  At  the  con- 
clusion of  the  season  a  picnic  or  similar  event  leaves  pleas- 
ant recollections  of  the  summer's  work. 

The  school  is  open  to  any  boy  in  the  community  who  is 
acceptable  and  fees  of  from  $8  to  $12  are  generally  suffi- 
cient to  cover  all  expenses.  Close  cooperation  between  the 
Association  and  the  public  schools  in  planning  courses, 
books,  teachers,  final  tests,  is  often  desirable.  Instruction 
may  be  provided  in  subjects  for  all  grammar  grades  with 
supplemental  classes  and  individual  teaching  for  high  school 
boys.  Special  printed  circulars  and  other  information  may 
be  secured  upon  request. 

Associations  find  the  boys'  summer  school  one  of  the 
effective  ways  to  enlist  the  interest  of  parents,  school 
authorities  and  the  public  at  large.  Boys'  secretaries  gen- 
erally find  that  such  schools  offer  unusual  opportunities  for 
intensive  Association  work  during  the  time  of  the  year 
which  otherwise  offers  smaller  opportunities  for  general 
Association  work  than  other  months.  The  enrolment  of 
many  non-Association  boys  and  the  proper  conduct  of  the 
school  universally  results  in  an  increased  membership. 

d.    Supplemental  subjects 

Class  instruction,  however,  is  not  limited  to  the  two  kinds 
of  special  schools  mentioned.  EflForts  should  be  made  to 
enroll  boys  in  the  usual  educational  classes  conducted  by 
every  progressive  Association.  At  least  eighty  per  cent  of 
the  employed  boy  membership  may  be  expected  to  be  en- 


196 


ASSOCIATION  EDUCATIONAL  WORK 


gaged  in  some  definite  form  of  training  in  evening  classes. 
For  this  fees  should  be  charged,  though  arranged  so  they 
will  be  proportionally  lower  than  those  charged  to  adults. 
Special  facilities,  such  as  partial  payment  plans,  loan  funds 
or  special  scholarships  may  wisely  be  provided.  Definite 
instruction,  recognized  as  class  work,  may  be  arranged  in 
any  subject  in  which  there  is  sufficient  demand  and  regis- 
tration. Many  classes  may  be  organized  in  the  subjects 
mentioned  under  practical  talks,  club  work,  shop  work, 
agriculture,  etc.  For  definitions  of  "class  work"  the  reader 
may  refer  to  page  61. 


Educational  Work  Among  Boys 

About  Ninety  Per  Cent  of  the  Boys  Have  No  More  Than  Six  Years' 
of  Public  Schooling 


Educational  Club  Members 

Year 

Students 

^™ 

1,701 

1900 

1,927^^ 

■— 

2,799 
3,477 

1904 
1908 
1911 

2,243  l^MI" 

Practical  Talks 

Books  Read 

■i 

144 

1900 

10,655  ■■■■ 

— 

297 

700 

1,492 

1904 
1908 
1911 

20,446  H^HHB 

Expenses 

Receipts 

■ 

$  1,900 

1900 

$8001 

^ 

6,859 
19,803 
39.277 

1904 
1908 
1911 

2,734  i" 
15,429  ^^^^^ 

9.     Shop  Work 
a.    Need 

Most  boys  like  to  be  busy  with  their  hands  and  thus  they 
combine  play  and  work.     They  also  generally  enjoy  con- 


SHOP  WORK  AMONG  BOYS  197 

structing  a  useful  product  of  definite  value.  Many  boys, 
especially  in  cities,  have  few  opportunities  for  handling  tools, 
working  at  the  bench  or  cultivating  habits  of  observation, 
estimate,  measurement  and  ingenuity.  Very  few  homes  are 
equipped  with  tools,  benches  and  material  or  offer  proper 
incentives  for  this  kind  of  work.  Public  schools  often  pro- 
vide a  certain  kind  and  amount  of  shop  work  and  manual 
training,  but  generally  the  individual  boy  has  small  oppor- 
tunity to  indulge  his  fancy  in  this  direction  even  if  his  in- 
terest is  aroused.  In  cities  with  excellent  shop  training  in 
the  schools  the  Association  has  found  more  than  usual 
interest  in  and  desire  for  even  more  shop  work  after  school 
hours. 

b.  Equipment 

To  meet  the  needs  and  develop  latent  ability,  progressive 
Associations  are  adding  simple  work  shops  to  their  equip- 
ment, providing  benches,  a  few  of  the  principal  tools  and 
occasionally  some  stock  which  the  boys  may  pay  for  as 
used.     Frequently  boys  furnish  their  own  materials. 

c.  Kind  and  variety  of  work 

Shop  work  should  be  made  to  appeal  to  both  working  and 
school  boys.  For  the  former  it  should  have  an  economic 
aspect  of  value;  for  the  latter  it  should  offer  an  oppor- 
tunity for  manual  work  in  which  the  boy  can  develop  in- 
terests which  his  school  or  daily  life  incite.  For  these  rea- 
sons shop  work  may  be  of  considerable  variety — Carpentry 
and  joinery;  cabinet-making;  bent  or  hammered  and  metal 
work ;  rug  weaving ;  sign  painting  and  card  lettering ;  elec- 
trical experiments,  telegraphy,  telephony  and  wiring;  clay 
modeling;  aeroplane  construction;  gas  engines;  photography 
accompanied  by  dark  room  work ;  printing  and  various  other 
crafts. 


198  ASSOCIATION  EDUCATIONAL  WORK 

d.    Methods 

Experience  proves  that  both  younger  and  older  boys  will 
take  advantage  of  such  facilities.  Where  possible,  it  is  ad- 
visable to  provide  separate  work  rooms  for  each  group. 
Generally,  boys  will  choose  their  own  tasks  and  they  will 
prefer  to  work  cooperatively;  there  is  stimulation  in  num- 
bers. As  much  supervision  should  be  provided  as  needed 
and  occasional  instruction,  either  volunteer  or  paid  service. 
An  hour  or  more  of  instruction  per  week  will  frequently 
suffice. 

For  carpentry  and  other  work  requiring  dimensions  and 
estimates,  each  boy  should  be  required  to  make  sketches, 
drawings  and  material  estimates  before  proceeding  to  actual 
work.  He  should  be  taught  how  to  put  and  keep  his  tools 
in  proper  condition.  When  lockers  are  provided  each  boy 
may  supplement  the  Association  outfit  by  special  tools  of 
his  own. 

Shop  products  by  having  an  economic  value  should  prove 
to  each  boy  the  value  and  dignity  of  manual  labor.  He 
should  be  encouraged  to  make  things  for  his  home,  his  own 
room,  or  for  the  Association — tables,  chairs,  shelves,  game 
boards,  or  other  equipment.  Many  minor  repairs  about  the 
Association  rooms  can  also  be  made  by  the  boys.  A  mini- 
mum amount  of  effort  should  be  expended  for  them ;  boys 
should  be  encouraged  to  do  things  for  themselves.  Much 
preparatory  work  in  the  construction  of  camp-kits,  boxes, 
boats  and  other  camp  equipment  may  be  done  during  the 
months  preceding  camp.  Permanent  Association  camp  sites 
with  permanent  buildings  are  generally  equipped  with  facili- 
ties for  shop  work. 

e.    Supplement  use  of  shops 

Occasionally  the  boys'  shops  may  be  used  informally  at 
stipulated  times  by  adult  Association  members  or  students 
or  for  definite  vocational  or  semi-trade  instruction.     Some 


BOYS'  TRIPS  199 

Associations  have  conducted  regular  night  shop  classes  for 
certain  groups  of  working  boys  and  Saturday  morning 
classes  for  school  boys,  charging  therefor  a  fee  sufficient  to 
pay  cost  of  instruction  and  incidental  expense.  Much  of  ^ 
the  equipment  may  be  secured  from  local  business  firms  or 
interested  individuals  or  made  by  those  enjoying  the  shop 
facilities.  Occasionally,  an  Association  not  having  shop 
equipment  may  secure  the  use  of  a  public  school  shop  or 
other  public  or  private  facilities.  Fundamentally,  this  work 
should  be  made  definitely  educational  in  developing  taste 
for  and  ability  in  manual  arts,  an  appreciation  of  values  in 
hand  work  and  an  ability  to  conceive,  design  and  create 
definite  valuable  products  in  the  handicrafts. 

10.    Educational  Trips 

Local  places  of  interest,  as  factories,  banks,  post  offices, 
telephone  exchanges,  power  plants,  etc.,  are  not  the  only 
available  points  for  visitation.  Every  outdoor  hike  may  be 
arranged  to  have  an  educational  object.  Some  Associations 
conduct  annual  excursions  to  cities  or  other  points  of  special 
interest,  such  trips  requiring  several  days  and  involving 
considerable  expense. 

The  local  educational  trip,  however,  is  informal  in  char- 
acter. There  should  be  careful  planning,  capable  leadership 
and  conservation  of  results  in  the  way  of  reading,  club  work, 
or  special  talks.  Written  reports  are  valuable  and  often  are 
used  by  newspapers  in  reporting  Association  activities,  and 
when  sent  to  the  concern  visited  they  also  pave  the  way  for 
future  visits  or  other  assistance.  Further  details  and  sug- 
gestions may  be  found  on  page  49. 

11.    Educational  Program  in  Camp 
a-    Opportunity 

As  the  child  today  is  often  trained  and  schooled  by  wisely 
directed  play,  so  also  the  boy  finds  in  his  periods  of  relaxa- 


200  ASSOCIATION  EDUCATIONAL  WORK 

tion  the  opportunity  for  development  through  recreational 
education,  or  educational  recreation.  In  other  words,  every 
summer  camp  under  the  Association  auspices  for  best  re- 
sults should  have  a  definite  educational  program  in  connec- 
tion with  its  religious,  physical,  social  and  play  activities. 

A  few  years  ago  such  work  was  almost  entirely  lacking. 
Today  no  thoroughly  up  to  date  camp,  large  or  small,  high- 
priced  or  low-priced,  long-time  or  short-time,  is  without 
definite  educational  activities.  In  many  camps  the  most 
painstaking  preparation  is  made  to  secure  best  results. 
Experience  shows  that  camp  life  offers  many  opportunities 
for  character  building  in  its  most  complete  sense.  Hap- 
hazard efforts  will  yield  disappointing  results.  Each  camp, 
therefore,  should  have  one  or  more  persons,  either  with  or 
without  pay,  engaged  to  promote  and  supervise  a  definite 
program  of  such  activities.  Much  of  the  regular  Boy  Scout 
work  is  directly  applicable. 

b.    Variety  of  work 

The  following  subjects  may  be  covered  in  an  interesting 
and  elementary  way  by  talks,  simple  demonstrations,  collec- 
tions, tramps,  directed  reading  and  clubs. 

(1)  Nature  study.  Rocks  and  minerals;  physical  geog- 
raphy, land  and  water  configuration;  birds;  insects;  wild 
and  domestic  animals ;  plants,  trees,  flowers,  shrubs ;  weather 
phenomena,  stars. 

(2)  First  aid  to  the  injured.  The  elementary  course 
with  examinations,  including  International  Red  Cross  certi- 
ficates, is  specially  adapted  for  camps.  (Address  this  de- 
partment for  information.) 

(3)  Handcraft.  Furniture,  souvenirs,  knick-knacks, 
traps,  masonry,  rough  carpentry  and  shop  work. 

(4)  Codes  and  signals.  Morse  code,  wig-wagging,  flash 
signals,  semaphore. 


AMONG  BOYS  IN  CAMP  201 

(6)  Woodcraft.  Use  of  compass,  tracking,  distance, 
direction  and  time  calculations. 

(6)  Nautics.  Science  and  art,  as  well  as  practice,  of 
rowing,  sailing  and  boat  manoeuvering ;  knotting  and  splic- 
ing, boat  and  raft  building,  life  saving  and  swimming. 

(7)  Agriculture.  Either  at  camp,  as  in  long-term  camps 
where  vegetables  are  raised,  or  in  cooperation  with  neigh- 
boring farms,  some  forms  of  agricultural  training  for  city 
boys  would  be  very  desirable.  Soils,  rotation  of  crops, 
gardening. 

(8)  Miscellaneous.  Cookery,  photography,  surveying, 
recreation,  inspirational  and  cultural  reading. 

A  Comparison 

Black  Line— Cost  of  Education  per  Student  per  Month  in  Public  School— Free  to 

Sf.idents. 
Gray  Line— Cost  of  Education  per  Student  per  Month  in  Y.  M.  C.  A.— Paid 

(largely)  by  Students. 


(9)  Camp  school  for  school  boys.  Class  instruction  with 
individual  tutoring  on  a  business  basis  with  tuition  fees,  and 
provided  at  regular  hours  daily.  This  work  is  similar  to 
the  boys'  summer  schools  in  July  and  August — explained 
separately — but  conducted  at  a  camp  instead  of  in  the  Asso- 
ciation building.  It  is  conducted  for  either  the  ambitious 
or  the  backward  boys.     Every  large,  long-term  camp  may 


1890  $2.01 
1.00 

1896 

2.10 
1.60 

1900 

2.86 
2.10 

1905 

2.90 
3.30 

1909 

8.56 
8.87 

1911 

8.97 
4.06 

202  ASSOCIATION  EDUCATIONAL  WORK 

well  arrange  for  such  feature.  If  a  regular  class  is  not 
possible  there  is  usually  need  and  opportunity  for  individual 
tutoring.  One  or  more  of  the  camp  leaders  may  wisely  be 
chosen  for  this  work,  for  which  special  fees  may  be  charged. 

The  above  program  is  suggestive,  not  exhaustive.  The 
season,  place,  character  and  leadership  of  the  camp  will 
largely  determine  the  kind  of  work  which  can  be  done.  A 
fundamental  principle  to  be  observed  in  conducting  vacation 
camps  is  found  in  the  fact  that  "play"  is  essential  for  com- 
plete development  of  the  boy,  and  that  in  directed  play  and 
play  with  an  educational  content  one  finds  the  normal  way 
of  training  the  boy  during  his  vacation  time. 

12.     Training  in  Agricultural  and  Allied  Subjects 

a.     Conditions  and  opportunities 

The  rapid  increase  in  city  life  and  the  growing  importance 
of  intensive  agriculture  in  order  to  provide  a  food  supply 
for  a  growing  city  population,  is  effecting  a  demand  today 
among  men  and  boys  for  training  in  this  field  of  labor. 
Furthermore,  the  application  of  scientific  principles  and 
methods  in  agriculture  is  increasing  the  interest  therein  and 
making  special  study  necessary.  Already  the  effect  of  agri- 
cultural training  in  rural  districts  is  seen  in  the  decrease 
of  the  number  of  boys  leaving  the  farms  in  some  sections, 
and  in  the  return  country  ward  of  city  men. 

In  its  desire  to  serve  men  and  boys  in  the  country  and 
small  towns  Associations  have  most  effectively  promoted 
or  conducted  clubs,  talks,  classes,  institutes,  experimental 
work  and  intensive  study  in  grain  growing,  fruit  culture, 
animal  husbandry,  poultry  raising  and  allied  subjects.  Most 
of  the  participants  have  been  boys  or  young  men.  In  cities 
and  industrial  centers  Associations  also  have  promoted  or 
conducted  successful  classes,  clubs,  talks  and  experimental 
work  in  similar  subjects. 


AGRICULTURE  AND  BOYS  203 

b.  Program 

The  following  schedule  of  features  is  or  may  be  followed 
wholly  or  in  part: 

(1)  Lectures  and  talks,  preferably  illustrated  by  stereop- 
ticon  or  exhibits,  given  by  local  talent  or  experts  from  the 
state  agricultural  college  or  government  experiment  sta- 
tions.   Fees  may  or  may  not  be  charged. 

(2)  Promotion  of  reading  on  topics  suggested  by  lec- 
tures or  talks.  There  may  be  cooperation  with  the  public 
or  traveling  libraries. 

(3)  Club  work  of  a  cooperative  character  in  which  there 
may  be  more  or  less  discussion,  study,  experiment  and  in- 
struction. 

(4)  Class  work  involving  paid  instruction  and  tuition 
fees. 

(5)  Experimental  work  either  in  the  Association  build- 
ing, at  the  homes  of  boys,  or  elsewhere  where  ground  or 
necessary  equipment  is  available. 

(6)  Visits  of  inspection  and  study  to  farms,  gardens, 
nurseries,  dairies,  poultry  plants,  aviaries,  experimental  sta- 
tions, schools  and  demonstration  centers. 

(7)  Practice  work  by  individuals  or  groups  in  corn  grow- 
ing, poultry  raising,  fruit  culture,  grain  and  animal  judging, 
gardening. 

(8)  Contests  and  exhibits  of  various  products.  Ribbons 
of  merit  may  be  awarded  as  prizes.  Money  prizes  are  un- 
desirable. Such  exhibits  or  contests  may  be  held  in  the 
Association  building  or  in  a  private  or  public  hall  or  other 
convenient  place. 

c.  Purpose 

The  results  of  such  work,  in  which  many  Associations 
have  been  very  successful,  are  found  in  an  increased  interest 
in  these  vocations  among  boys ;  a  realization  by  them  of  the 
dignity,  usefulness  and  requirements  of  specialized  agri- 


204  ASSOCIATION  EDUCATIONAL  WORK 

cultural  labor ;  an  adequate  knowledge  of  the  value  of  agri- 
cultural products  and  an  appreciation  of  the  vocational 
opportunities  along  these  lines.  Much  spare  time  is  also 
utilized  profitably ;  parents  are  encouraged  to  cooperate  more 
closely  in  boy  life  and  the  community  as  a  whole  reaps  the 
benefit  of  better  trained  citizenship  and  an  increased  produc- 
tiveness of  its  natural  resources.  Such  work  is  not  neces- 
sarily limited  to  Association  members;  on  the  contrary,  it 
may  be  promoted  on  the  community  basis  and  thus  demon- 
strate the  Association's  desire  to  help  the  boys  of  the  whole 
community. 


13.     Dramatics 

a.    Definition  and  purpose 

Expression  is  the  soul  of  the  drama ;  likewise  it  is  a  domi- 
nating trait  of  the  adolescent  boy.  The  intelligent  culti- 
vation of  imagination,  initiation,  appreciation  of  good, 
wholesome  Christian  character  and  expression  of  action 
are  desirable  in  the  boy  growing  into  manhood.  His  read- 
ing, play  and  friendships  contain  the  same  elements  which 
appear  in  the  dramatic  delineation  of  character  and  events. 
That  the  theatrical  drama  has  often  been  perverted  or 
lowered  in  standards  does  not  make  it  a  less  effective  agency, 
when  properly  used,  in  the  development  of  strong  char- 
acter, high  ideals  and  effective  Christian  citizenship. 

A  few  Associations  and  many  schools  have  used  the  drama 
effectively,  but  an  extension  of  valuable  training  found 
therein  is  largely  limited  by  the^resent  dearth  of  attractive, 
effective  or  desirable  material.  Much  of  it  in  published  form 
is  either  cheap  comedy  or  farce  and  written  chiefly  for  mixed 
castes.  A  few  attempts  with  varying  success  have  been 
made  to  dramatize  books  or  stories.  A  field  of  effort  for 
good  amateurs  or  professional  play  writers  is  apparent. 


BOYS  AND  DRAMATICS  205 

b.    Subjects 

Many  outdoor  or  nature  plays  have  been  given  in  summer 
camps,  natural  surroundings  offering  splendid  settings  for 
such  plays.  Several  Bible  stories  have  been  semi-dramatized 
and  published  in  booklet  form  by  the  Pilgrim  Press  of 
Boston.  Minstrel  shows  and  farce  are  frequently  given  by 
Association  boys.  With  proper  leadership,  experience 
proves  that  they  will  work  enthusiastically  along  more  digni- 
fied and  purposeful  lines.  Some  topics  suggested  by  various 
leaders  for  dramatization  are:  The  Honor  of  the  School; 
The  Capture  of  Andre ;  The  Story  of  the  Other  Wise  Man ; 
Rip  Van  Winkle ;  A  Man's  Vote — Not  for  sale ;  The  Crisis. 
These  and  the  dramatization  of  other  ideas,  stories  or  books, 
should  preferably  be  condensed  into  one-act  plays.  Short 
comedies  of  a  semi-serious  or  a  semi-farce  character  are 
effective  in  stimulating  interest  and  developing  histrionic 
ability.  Clean  fun  is  desirable  and  breeds  standards  which 
will  not  permit  the  enjoyment  of  cheap,  tawdry  or  suggestive 
theatrical  performances. 


14.     Exhibits  and  Expositions 

a.    Definition  and  purpose 

Based  upon  the  fact  that  every  boy  has  one  or  more  ab- 
sorbing interests,  and  following  out  the  principle  that,  ordi- 
narily, he  is  glad  to  display  his  possessions,  exhibit  the  results 
of  his  handicraft  or  demonstrate  his  special  abilities,  the 
exposition  or  fair  has  been  found  a  valuable  and  successful 
educational  feature.  Organized  and  promoted,  largely  by 
a  special  group  of  boys  within  the  Association,  the  exposi- 
tion is  open  to  Association  boys  or  to  all  boys  in  the  commu- 
nity. This  feature  should  be  aimed  to  train  boys  in  admin- 
istration and  responsibility,  rouse  and  create  new  interests, 
demonstrate  in  the  community  the  life  and  value  of  its  boy- 


206  ASSOCIATION  EDUCATIONAL  WORK 

hood,  increase  the  interest  of  adults  in  boy  hfe  and  give  an 
outlet  for  natural  tendencies  and  activities  of  exhibitors. 

The  following  list  suggests  some  of  the  possible  entries: 
carpentry  products;  furniture;  aeroplane  models;  wire  and 
wireless  telegraphy  outfits ;  wig- wagging  and  signal  outfits ; 
electric  appliances ;  beaten  and  bent  metal ;  weaving ;  draw- 
ing ;  painting ;  modeling ;  penmanship ;  arts  and  crafts ;  agri- 
cultural products;  pets;  birds;  poultry;  animals;  cabinet 
work;  forging;  cookery;  collections  of  stamps,  geological 
specimens,  birds,  eggs,  pictures;  mechanical  appliances; 
experiments ;  photography ;  essay  writing,  etc.  In  addition, 
contests  in  oratory,  music,  gymnastics,  debate,  stenography, 
first  aid,  signaling,  scouting,  telegraphy,  etc.,-  may  be  ar- 
ranged. As  special  attractions  on  special  dates,  extra  dem- 
onstrations or  exhibits  by  business  firms  and  scientific  busi- 
ness or  trade  experts  may  be  provided. 

b.     Organization  and  conduct 

In  arranging  these  fairs  or  expositions  much  time,  in  co- 
operation with  various  boys'  committees,  should  be  devoted 
to  details.  The  fair  should  be  well  advertised  sufficiently  in 
advance  of  the  date  to  insure  hearty  participation.  The 
exposition  may  last  for  several  days  and  may  be  in  the  Asso- 
ciation lobby,  parlors  or  hall.  Small  admission  fees  may  be 
charged  adults  to  defray  incidental  expenses.  Ribbon  or 
medal  (no  cash)  prizes  should  be  offered  to  participants  in 
the  several  classes  of  entries.  The  cooperation  of  schools, 
churches,  clubs,  parents  and  newspapers  should  be  enlisted. 
Special  programs  may  be  arranged  for  stipulated  dates,  thus 
following  the  general  plan  of  the  county  fair.  In  many 
places  the  boys'  department  can  wisely  cooperate  with 
county  fair  officials  in  making  this  institution  a  greater 
agent  for  good  in  the  community,  along  those  lines  origi- 
nally followed,  through  the  effective  display  of  and  compe- 
tition in  products  of  the  home,  factory  and  farm. 


LEADERSHIP  AMONG  BOYS  207 

15.    The  Educational  Value  of  Leadership 

Perhaps  the  most  effective  way  of  developing  initiative 
and  responsibihty  in  the  boy — two  fundamentals  of  strong, 
virile  character — is  to  provide  tasks  demanding  these  quali- 
ties. The  most  effective  Association  secretary  or  leader 
is  he  who  enlists  others  in  effort.  Boys  who  are  contin- 
ually served  do  not  learn  how  to  serve;  only  by  practice 
can  the  ability  of  rendering  service  or  effective  work  for 
self  or  others  be  developed.  Consequently,  the  progressive 
Association  seeks  to  bring  many  different  tasks  and  many 
different  boys  together,  generally  fitting  the  task  to  the 
boy  rather  than  the  boy  to  the  task.  Each  task  thus  as- 
signed should  not  be  larger  than  the  boy,  in  respect  both  to 
his  ability  and  available  time,  but  should  have  a  content 
requiring  concentrated  effort.  Occasionally,  for  the  sake 
of  training,  a  boy  may  be  allowed  to  fail  in  his  task;  he 
should,  however,  always  be  encouraged  and  helped,  if 
necessary,  to  succeed. 

Experience  proves  that  those  Associations,  including 
their  boys'  departments,  are  the  strongest  which  have  the 
largest  proportion  of  the  membership  engaged  in  some 
specific  task  or  form  of  service  at  least  once  during  the 
season.  The  boy  or  man  should  learn  that  he  is  an  efficient 
citizen  only  when  he  can  lift  more  than  his  own  weight. 

Many  tasks  may  be  provided  for  older  boys,  such  as  lead- 
ing Bible  classes  and  clubs;  rendering  committee  and  cabi- 
net service;  organizing  and  conducting  practical  talks; 
teaching  English  to  foreigners ;  investigating  and  reporting 
on  the  social,  economic  and  other  conditions  of  boyhood 
life;  supervising  library,  work  room  or  shop;  performing 
office  duty  and  many  other  services  connected  with  Asso- 
ciation work.  When  responsibility  for  a  task  has  been 
given  to  a  boy  he  should  be  expected  to  carry  his  task  to 
a  conclusion  even  though  he  fails.     In  this  case  he  should 


208  ASSOCIATION  EDUCATIONAL  WORK 

be  led  to  understand  why  he  has  failed  and  should  be  en- 
couraged to  remedy  the  defect  in  succeeding  tasks.  This 
is  as  much  a  part  of  his  training  for  life  as  his  school 
studies. 

In  order  to  develop  the  sense  of  responsibility  necessary 
to  effective  American  citizenship  various  boys'  departments 
are  organized  on  a  self-government  plan.  The  boys'  secre- 
tary should  be  less  a  policeman  and  more  an  adviser,  en- 
couraging boys  to  assume  responsibilities  as  to  conduct  and 
discipline.  This  is  valuable  civic  training  in  habits  of  self 
and  community  control.  Furthermore,  the  self-government 
plan  followed  either  partially  or  wholly  gives  the  boy  a 
practical  opportunity  of  understanding  and  appreciating  the 
various  functions  of  public  officials. 

In  thus  providing  tasks  for  each  and  every  boy  suitable 
to  his  ability  and  graded  according  to  his  development  the 
Association,  in  an  informal  way,  provides  that  kind  of  sup- 
plemental training  necessary  in  the  development  of  efficient 
Christian  manhood. 

Amount  Paid  to  Teachers  of  Association   Educational  Classes 


1900  $112,774 

1903  111,190 

1906  168,400 

1909  248,333 

1911  382,794 


Recitation  Hours  Per  Subject  Per  Student  Per  Season 


1890  20 

1895  27 

1900  37 

1905  51 

1909  53 

1911  56 


Rkai.  Hstate-Wesi  SihE  Bkam  II,  Xi;\v  York  Cnv 


Machine  Shup  in  Association  Building— Davton,  O. 


Chemistry  of  Laundering— Twenty-third  Street  Branch,  New  York  City 


VIII.     VOCATIONAL  TRAINING 
1.     Industrial  Education 

a.  Association  experience 

A  few  years  ago,  when  Associations  began  to  plan  and 
conduct  work  to  meet  the  particular  needs  of  industrial 
workers,  it  was  not  wholly  realized,  even  by  many  of  the 
leaders,  that  foundations  were  being  laid  for  one  of  the 
Association's  largest  contributions  to  educational  progress. 
Today  we  are  beginning  to  see  the  fruits  of  a  long  period 
of  development  in  multiplied  industrial,  technical  and  trade 
courses,  and  in  the  organization  of  apprentice  and  other 
forms  of  vocational  training  to  meet  specific  needs.  Most 
of  this  work  is  done  with  the  help  and  cooperation  of  manu- 
facturers, labor  organizations  and  business  men  who  give  it 
financial  and  moral  support.  In  this  matter  the  North 
American  Associations  are  pursuing  practically  the  policy 
that  numbers  of  men  and  organizations  outside  the  Asso- 
ciations in  Europe  have  profitably  followed  in  building  up 
the  magnificent  industrial  educational  systems  of  those 
countries. 

b.  The  next  decade 

Each  year  for  the  past  decade  the  North  American  Asso- 
ciations have  increased  this  form  of  service  in  various  kinds 
of  continuation  schools,  apprentice  schools  and  other  forms 
of  effort  both  day  and  night,  and  with  closer  relations  to 
men  and  employers  than  ever  before.  The  Association  is 
thus  proving  that  the  vocation  and  the  school  must  and  can 
get  together,  either  in  the  shop,  in  the  store,  in  the  corpora- 
tion office,  in  the  industry,  or  in  the  Association  building. 
The  next  decade  will  see  many  thousands  of  employed  boys 
and  men  being  granted  one  full  day,  or  two  half  days,  in 


210 


ASSOCIATION  EDUCATIONAL  WORK 


every  week  for  the  purpose  of  receiving  that  kind  of  appro- 
priate instruction  and  training  either  in  their  place  of  em- 
ployment or  elsewhere,  which  will  increase  their  ability  as 
men  and  citizens,  and  also  their  efficiency  as  producers. 

VOCATIONAL  TRAINING 

Needs  in   North  America 

"Three-fourths  of  the  superintendents,  department  heads  and  technical 
exjjerts  in  high  grade  textile  and  manufacturing  plants  of  North  America  are 
trained  outside  of  America." — Industrial  Commission. 


I.  ScLfyerintendents 


TL.  Foremen 


Areas  relatively  show  estimated  number  of  North  American 

I.  Superintendents,    general    managers,    and    those    in    high    grade    super- 
vision. 

II.  Foremen,  assistant  managers,  technical  experts,  master  workmen  with 
leadership  ability. 

III.  Journeymen,  working  men  and  boys. 

Shaded    portions    relatively    show    existing    training    facilities 

I.  Universities,    technical   and    professional    schools   of   highest    grade. 
II.  Technical,  trade  and  other  secondary  training  schools. 
III.  Vocation,   continuation,  apprentice  and  other  schools. 


c.    Conduct  of  industrial  schools 

Experience  shows  that  the  inevitable  tendency  of  indus- 
trial schools  is  to  become  theoretical  rather  than  practical. 
The  ordinary  teacher  has  difficulty  in  working  out  these 


INDUSTRIAL  SCHOOLS  211 

industrial  problems  successfully.  His  theoretical  inclina- 
tions must  be  checked  and  he  must  be  encouraged  in  the 
practical  appHcation  of  his  instruction.  This  problem  is 
met  through  the  use  of  local  committees  of  business  men, 
manufacturers  and  workmen  who  helpfully  influence  the 
best  courses  and  results.  They  naturally  look  after  their 
own  interests  and  help  the  industry  in  which  they  are  en- 
gaged. On  the  other  hand,  if  the  domination  of  these 
schools  is  wholly  in  the  hands  of  a  merely  practical  man, 
there  is  a  similar  danger  of  the  other  extreme,  which  should 
be  avoided.  Judging  from  experience,  it  is  far  better  to 
have  the  management  of  the  school  in  the  hands  of  both 
the  employers  and  the  employees,  through  the  auspices  of 
a  neutral  body  as  the  Association,  than  in  the  hands  of  the 
employers  alone  where  there  is  a  tendency  to  make  the  work 
commercial ;  or  in  the  hands  of  the  employees  alone,  where 
there  is  a  temptation  to  get  quick  results  rather  than  to  build 
deep  foundations. 

d.    Teacher  training  ' 

Before  we  began  to  train  teachers  especially  for  this 
kind  of  work  the  results  obtained  were  poor.  The  use  of 
teachers  from  the  ordinary  public  schools  did  not  seem  satis- 
factory. It  was  easy  to  get  teachers  of  manual  training 
with  pedagogical  ideas,  but  it  was  hard  to  secure  practical 
workers  who  could  do  practical  things  pedagogically  and 
successfully.  The  practical  worker  is  not  always  a  good 
teacher.  Teachers  trained  for  this  work  receive  higher 
salaries  than  other  teachers.  Many  of  them  kre  really 
artists  in  their  service.  Emphasis  is  being  given  in  this 
direction  of  training.  A  theoretical  or  unfit  teacher  has  a 
hard  time  of  it  under  the  sharp  eyes  of  successful  and  effi- 
cient business  men  actively  serving  on  educational  and 
advisory  committees. 

In  Germany,  Switzerland  and  many  other  nations,  special 


212  ASSOCIATION  EDUCATIONAL  WORK 

inducements  have  been  held  out  for  good  teachers  in  large 
numbers  of  schools.  Private  rooms  have  been  furnished  the 
teachers  in  such  schools,  where  they  can  carry  on  research 
in  the  line  of  their  teaching,  design  new  patterns  in  fabrics, 
pursue  experimental  work  in  the  arts  and  crafts,  in  science, 
or  where  they  can  manufacture  beautiful  wares  and  indus- 
trial patterns  for  themselves.  Indeed,  many  successful 
teachers  in  these  schools  have  a  studio  of  their  own  in  the 
building.  Recently  state  schools  for  teachers  in  industrial 
instruction  have  been  founded  where  men  are  specially 
trained.  The  Germans  realize  that  after  all  it  is  the  trained 
personality  that  does  everything.  It  is  not  the  equipment, 
but  the  person.  It  is  not  the  building,  but  the  human  being 
who  makes  the  things  ;  and  the  human  element  in  this,  means 
success  in  Germany,  even  if  the  greater  equipment  and  in- 
vestment did  not  exist. 

2.     German  Continuation  Schools 

a.    Attendcince  required 

The  German  continuation  school  is  one  of  the  most  suc- 
cessful forms  of  educational  training,  consistent  with  the 
time  and  money  involved,  for  improving  a  large  portion  of 
the  80  or  90  per  cent  of  boys  and  men  who  never  go  farther 
than  the  grammar  grades.  The  continuation  school  is  made 
possible  by  the  fact  that  practically  every  one  is  compelled 
to  go  to  school  until  he  is  fourteen.  For  the  next  four  years, 
in  Germany,  the  boy  is  compelled  to  go  to  school  a  certain 
portion  of  his  time.  This  averages  about  one  day  per  week. 
The  time,  whether  one  full  day  or  two  half  days,  and 
whether  morning  or  afternoon,  depends  upon  the  place,  the 
trade,  the  vocation  and  the  circumstances.  The  fact  re- 
mains, however,  that  the  boy  must  go  to  school.  There  is 
no  getting  around  it.  In  many  of  these  schools  the  boys 
attend  from  7  a.m.  until  6  p.m.    The  school  day  and  school 


CONTINUATION  SCHOOLS  213 

hour  are  exactly  the  same  as  the  working  day  and  working 
hour,  and  the  student  receives  his  pay  for  going  to  school 
the  same  as  he  does  while  at  work.  In  other  words,  these 
continuation  schools  are  on  the  employers*  time. 

Value  of  Industrial  Education* 

(Measured  in  Weekly  Wages) 

Producing  Power  of  Labor  at  22  and  32  Years 

Unskilled  Labor 
At  22  Years^^B^HlHBB$10.00 
At  32  Years ■■■■^^^■■$10. 20 

Shop-Trained  Labor 


At  22  Years M^^iBBBi^"""^ $13.50 
At  32  Years  ^■^^^■^^■i^H^  $15.80 

Industrial  or  Trade  School  Trained  Labor 
At  22  Years ^"i^H^^BMi^Mi"" $17.00 


At  32  Years  Bi^l^HH^Hi^^^^^^^^i^ $25.00 

TECHNICAL  School  Trained  Labor 
At  22  Years  iBi^^^^H^BHi $13.00 
At  32  Years  i^^^^^^^i^^^^H^BBHBBBBB^^^^^HI^BBi^H  $43.00 

♦Based  on  estimates  made  by  James  M.  Dodge,  when  President  of  the  Society 
of  American  Mechanical  Engineers. 


b.    An  example 

This  is  the  way  the  Germans  have  replaced  the  old  appren- 
tice system.  Often  these  schools  are  nothing  but  apprentice 
schools.  For  example,  the  jewelry  apprentice  begins  work 
at  14.  On  one  day  of  the  week  he  has  to  go  to  school.  In 
that  school  he  will  have  one  hour  of  German,  one  hour  of 
freehand  drawing,  one  kour  of  plastic  design,  one  hour  of 
geography,  one  hour  of  Bible  study  and  religious  work  and 
the  balance  of  time  in  those  particular  technical  and  work 
shop  processes  that  bear  directly  upon  his  increased  training 
in  the  jewelry  business.  If  the  boy  is  a  merchant's  clerk, 
he  will  be  given  a  corresponding  course  in  a  merchants'  con- 
tinuation school,  which  will  teach  him  how  to  buy  and  sell, 


214  ASSOCIATION  EDUCATIONAL  WORK 

how  to  do  the  bookkeeping  and  to  understand  the  general 
features  of  a  thorough  commercial  course.  The  technical 
training  is  applied  directly  to  the  business  in  which  he  finds 
himself  and  which  perhaps  in  his  own  town  is  a  specialty. 
The  language,  history,  Bible,  civics  and  kindred  subjects  are 
to  develop  him  into  noble  manhood  and  efficient  citizenship. 

c.    The  law 

There  are  more  than  170  different  kinds  of  these  special 
forms  of  continuation  schools  and  the  number  is  steadily 
increasing.  Continuation  classes  are  held  in  most  cases 
so  that  in  the  industrial  school,  where  boys  and  men  attend 
from  two  to  four  years  to  learn  trades,  there  are  also  many 
boys  coming  in  every  day  of  the  week  from  different  manu- 
facturing establishments.  Evening  classes  also  are  held, 
but  if  the  boy  attends  an  evening  class  his  employer  is 
obliged  to  allow  him  a  certain  number  of  hours  each  day 
away  from  his  work  on  employer's  time,  so  that  the  total 
number  of  hours  for  evening  school  plus  those  for  day  work 
is  not  greater  than  one  day's  work.  This  is  also  the  law  in 
Scotland,  and  in  some  portions  of  Belgium,  Holland, 
Switzerland,  England  and  France,  as  well  as  in  Germany. 
Classes  are  small  and  what  we  call  individual  instruction — 
there  called  the  task-system — is  the  rule,  so  that  one  boy  in 
the  class  may  be  doing  very  elementary  work  while  another 
in  the  same  class  may  be  finishing  the  higher  task  given  by 
the  teacher.  The  following  abstract  from  the  Imperial  Ger- 
man Law  of  1891,  concerning  the  establishment  and  attend- 
ance at  continuation  schools,  will  be  of  increasing  impor- 
tance on  this  continent: 

"Sec.  120.  The  masters  in  any  branch  of  industry  are  bound 
hereby,  in  the  case  of  their  workers  under  the  age  of  18  who  attend 
an  institution  recognized  by  the  authorities  of  their  district  or  their 
state  as  a  continuation  school,  to  allow  them  the  time  fixed  as  neces- 
sary   for    such    institution    by    the    authorities Through    the 


CONTINUATION  SCHOOLS  215 

ordinance  of  a  district  council  or  any  wider  communal  body,  attend- 
ance at  a  continuation  school  may  be  made  obligatory  for  all  male 
workers  under  the  age  of  18.  In  the  same  way  proper  regulations 
may  be  made  to  secure  the  execution  of  such  an  ordinance.  In 
particular,  regulations  may  be  passed  to  insure  regular  attendance 
and  to  determine  the  duties  of  parents  or  employers  in  this  respect, 
and  notices  may  be  issued  by  which  organizations  in  the  continuation 
school  and  a  proper  relation  of  the  scholars  to  it  may  be  assured. 
From  the  compulsory  attendance  based  on  such  an  ordinance  are 
exempted  only  those  persons  who  attend  another  continuation  or 
technical  school,  provided  that  the  instruction  given  in  such  school 
be  recognized  by  the  higher  authorities  as  a  complete  equivalent 
for  that  given  in  the  general  continuation  school. 

"Sec.  150.  A  breach  of  section  120  of  this  law  is  punishable  by 
a  fine  of  not  exceeding  20  marks,  or,  in  case  of  non-payment  of 
such  fine,  by  imprisonment  for  a  term  not  exceeding  three  days." 

From  the  best  experiences  of  continuation  schools  in 
Europe — now  gradually  being  introduced  into  England,  and 
receiving  much  favor  in  North  America — the  information 
below  is  gathered  and  is  self-explanatory.  It  involves  only 
a  few  of  the  many  vocations  already  provided  with  similar 
courses  and  requirements  in  training.  To  an  increasing 
degree  the  Associations  of  this  country  will  be  developing 
and  encouraging  the  equivalent  of  these  schools  in  coopera- 
tion with  local  interests: 

d.     Continuation  schools  in  daytime — Europe 

Continuation,  apprentice  or  industrial  schools  for  em- 
ployed boys  14  to  21  years  of  age;  conducted  in  the  day- 
time on  company  time  for  from  8  to  10  hours  per  week — 
(two  half  days  of  4  to  5  hours). 


(1)    Simpler  vocations 

Hours 
per  week 

Years 
in  Couri 

Plumbing,   fitting,  turning    . 
Stone  work,  brick  work 
Harness,  trunks,  leather  work 
Locksmith 

9 
8 
9 
9 

3 
3 
3 
3 

Carpenter  and  joiner,  cabinet 

maker  . 

9 

3 

216  ASSOCIATION  EDUCATIONAL  WORK 

Hours       Years 
(2)    More  difficult  vocations  per  week    in  course 

Watch   maker 9  4 

Bookbinder,  typesetter,  printer     ....  9  4 

Lithographer 9  4 

Machinist    (iron    turner,    molder,    boiler    maker, 

pattern  maker,  machine  blacksmith)      .         .  10  4 
Mechanicians    (electrical,    light    machinery,  opti- 
cian, etc.) 13  4 

Photographer,  zinc  plate  work     ....  10  3 

Metal  caster,  molder,  grinder,  modeler       .         .  8  4 

Decorator  and  ornamental  work          ...  9  4 

e.     Yearly  program — day  continuation  school 

From  the  best  experience  of  schools  in  Germany  and 
Switzerland,  the  following,  with  hours  per  week  in  each 
subject,  is  given  as  the  course  of  study  for  machinist  appren- 
tices 15  to  21  years  of  age,  one  full  day  9  hours  per  week 
or  two  half  days  of  five  hours  each : 


Bible  study  or  religious  work 

Business  English,  reading,  spelling  and  writing 

Citizenship,  history,  conduct  . 

Shop  mathematics,  bookkeeping,  accounts 

Mechanical  drawing,  sketching 

Mechanics,  physics,  laws  of  power 

Machinery  and  appliances 

Materials,  shop  work  processes     . 


1          2 
Year  Year 

3          4 
Year  Year 

1 

1 

1          1 

ng       1 

1 

1          - 

1 

1 

1          1 

2 

1 

1           1 

3 

3 

3        2 

1 

2 

1         1 

- 

- 

1        2 

_ 

_ 

1        2 

10      10 


3.     Apprentice  Schools 

a.     In  public  schools 

From  the  wealth  of  experience  in  Germany,  Switzerland, 
Belgium,  France  and  other  nations.  North  American  leaders 
see  the  opportunity  to  adapt  some  of  the  foreign  methods 


APPRENTICE  SCHOOLS  217 

and  policies  to  meet  our  needs.  Springfield,  Mass.,  in 
1900,  was  one  of  the  first  city  public  school  systems,  under 
Dr.  T.  M.  Balliet  as  superintendent,  to  introduce  the 
conduct  of  evening  trade  schools  at  public  expense.  Cincin- 
nati University  was  one  of  the  first  of  our  universities, 
in  1904,  to  correlate  the  practical  training  of  engineering 
students  with  the  actual  shop  work  in  the  plant — half  time 
in  school  and  half  time  in  the  shop.  The  Cincinnati  public 
school  system  now  conducts  a  general  apprentice  school,  in 
day  time  and  on  the  employer's  time,  whereby  it  aflfords 
the  machinists'  apprentices  with  the  equivalent  of  one  school 
day  each  week  in  appropriate  school  training. 

b.    In  the  Association 

The  Young  Men's  Christian  Association,  ever  true  to  its 
purpose  of  helping  men  and  boys  to  help  themselves,  has 
also  had  a  part  in  the  promotion  of  apprentice  school  work. 
By  apprentice  schools  we  mean  those  definite  courses,  ex- 
tending from  two  to  five  years,  involving  the  particular 
forms  of  training  which  are  necessary  for  boys  and  men  in 
relation  to  their  positions.  Association  efforts  in  this  direc- 
tion began  with  the  conduct  of  such  facilities,  with  the 
cooperation  of  employers  and  outside  of  company  time,  in 
the  evening.  Gradually  such  work  has  been  transferred  to 
the  daytime  and  placed  on  employer's  time.  The  Associa- 
tion has  organized  several  kinds  of  these  schools  as  follows : 

(1)  General,  including  boys  from  many  employers. 
Conducted  in  evening,  four  to  six  hours  per  week ;  outside 
of  company  time ;  for  boys  or  men  or  both  :  a  general  course 
of  one  to  four  years;  conducted  outside  of  the  plant,  as  in 
the  Association ;  receiving  no  company  support ;  students 
paying  small  or  large  tuition  fees.  Of  these  there  are  a 
large  number  and  much  good  is  being  done.  In  proportion 
as  the  work  of  these  schools  is  systematized  and  graded. 


218  ASSOCIATION  EDUCATIONAL  WORK 

and   work  made  more   individual,   greater   results   will  be 
seen.     The  aggressive  Association  Institutes  are  types. 

(2)  Special,  as  with  a  single  company.  Conducted 
partly  in  the  evening  and  partly  during  the  day ;  six  to  eight 
hours  per  week;  partly  on  company  time  and  partly  outside 
of  it;  boys  sixteen  to  twenty-two  years  old;  with  definite 
course  of  study  three  to  four  years ;  partial  support  by  the 
company;  part  of  the  school  work  conducted  at  the  plant 
and  part  at  the  Association;  students  paying  a  tuition  fee. 
The  Association  work  for  machinists'  apprentices  at  South 
Bend,  Ind.,  is  a  type.  In  no  two  places  can  exactly  the 
same  plan  be  operated. 

(3)  Special,  on  company  time.  Conducted  in  the  day- 
time ;  include  six  to  eight  or  more  hours  per  week ;  on  com- 
pany time ;  boys  sixteen  to  twenty-two  years ;  definite  course 
of  study  four  years;  entirely  supported  by  the  company; 
part  of  the  school  in  the  Association  and  part  of  the  train- 
ing at  the  plant ;  students  paying  no  tuition  fees.  The  school 
at  Wilmerding  is  a  type. 

(4)  A  corporation  school  under  Association  auspices. 
School  conducted  in  the  daytime ;  four  hours  per  week ;  on 
company  time ;  boys  sixteen  to  twenty-two ;  definite  course 
of  study  four  years ;  wholly  by  company's  support ;  school 
conducted  entirely  in  the  plant  but  under  Association  leader- 
ship ;  students  pay  no  tuition  fees.  The  D.  L.  &  W.  R.  R. 
Apprentice  School  at  Scranton  is  a  type. 

(5)  A  corporation  school  on  extension  plan.  School 
conducted  in  daytime;  four  hours  per  week;  on  company 
time ;  boys  sixteen  to  twenty- two ;  definite  course  of  study 
four  years ;  conducted  wholly  on  company  support,  in  the 
plant  under  Association  leadership  but  not  in  a  city  having 
an  Association,  being  an  extension  of  a  system  of  such 
schools  of  a  railroad  company.  The  St.  L.  S-W.  R.  R. 
Apprentice  School  at  Tyler,  Texas,  is  a  type. 

(6)  Building  Trades  Apprentice  School.     Three  months 


APPRENTICE  SCHOOLS  219 

in  winter,  in  the  Association  but  parallel  to  a  course  con- 
ducted by  the  public  schools  and  meeting  the  requirements 
of  the  building  trades.  Expense  borne  by  the  Association, 
toward  which  the  students  pay  $27  in  tuition  fee.  Such 
courses  can  be  obtained  free  in  the  public  school.  The 
school  at  Chicago  is  a  good  type. 

(7)  Half-time  cooperative  schools.  There  will  be  many 
kinds  of  these,  depending  upon  local  conditions.  Usually 
one  boy  attends  school  one  day,  or  one  week,  while  his 
alternate  attends  the  next  day  or  next  week.  It  means  two 
men  employed  each  for  half  salary  and  half  time  for  the 
same  position.  The  support  is  shared  by  the  company,  the 
Association  and  the  student.  The  course  is  to  meet  the 
need  of  the  individual.  The  work  in  Cincinnati,  Boston,  or 
Detroit,  is  a  type. 

(8)  Continuation  schools  may  be  conducted  on  any  of 
the  above  types ;  day  or  night,  or  both ;  for  men  or  boys,  or 
both ;  with  general  or  special  courses,  or  both ;  supported 
by  the  company  or  the  Association,  or  both ;  conducted  in 
the  plant  or  in  the  Association,  or  both,  depending  upon 
circumstances. 

c.    Organization  and  conduct 

The  following  suggestions  from  experience  may  help  in 
planning,  organizing,  and  conducting  forms  of  apprentice 
work: 

(1)  Attendance.  One  manufacturing  plant  may  provide 
fourteen  to  twenty  boys — the  largest  number  one  teacher 
can  well  handle — or  two  plants  each  provide  seven  or  ten, 
or  three  each  provide  five  or  six,  and  so  on.  These  boys 
should  at  least  attend  four  hours — a  half  day — at  the  Asso- 
ciation building  or  some  central  place,  as  on  Monday  morn- 
ing from  eight  to  twelve.  Similarly  any  other  group  of  boys 
from  the  same  or  different  shops  study  for  four  hours  on 
Monday  afternoon,  as  from  one  to  five.    Often  only  one  or 


220  ASSOCIATION  EDUCATIONAL  WORK 

two  boys  will  be  able  to  leave  the  same  department  or  shop 
at  the  same  time.  Depending  on  the  number  interested,  the 
school  would  vary  from  one  group  of  fourteen  to  twenty 
boys  one  half  day  in  the  daytime  and  on  company  time ;  to 
two,  three,  four  or  more  groups  for  the  other  half  days  of 
the  week. 

(2)  Finances.  The  expense  should  be  borne  partly  by 
the  company,  which  may  furnish  the  extra  equipment  and 
pay  $2  or  more  per  month  per  student;  partly  by  the  stu- 
dents, who  may  pay  $1  to  $2  per  month  and  also  provide 
their  drawing  instruments;  and  partly  by  the  Association, 
which  furnishes  the  room,  heat,  light,  janitor  service,  print- 
ing and  supervision.  The  finances  and  business  should  be 
handled  by  the  Association  with  the  sanction  of  the  mana- 
gers of  the  plants  involved.  The  employers  should  not  be 
permitted  to  carry  all  of  the  expense,  as  they  will  often 
desire  to  do.  For  best  results  to  the  students,  it  is  abso- 
lutely necessary  for  each  boy  to  sustain  his  share  of  the 
expense  and  thus  learn  the  value  of  self-sacrifice,  of  saving, 
and  of  carefulness.  As  the  company  pays  the  boy's  salary 
while  in  school  the  boy  can  well  afford  to  pay  from  $1  to  $2 
per  month  as  his  share  of  the  investment. 

(3)  The  teacher  and  instruction.  One  good,  practical, 
shop-trained  man  can  well  do  most  if  not  all  of  the  teach- 
ing. He  will  be  selected  by  the  Association  officers  upon 
advice  of  the  employers  involved.  He  will  visit  the  shops 
every  week  and  be  in  constant  cooperative  relation  with  the 
foreman  of  the  various  departments,  even  if  he  does  not 
give  some  of  his  regular  instruction  in  the  shop.  He  will 
report  progress  monthly.  The  instruction  will  be  largely 
individual.  No  teacher  should  have  more  than  twenty  stu- 
dents, and  twelve  or  fifteen  would  be  better.  The  course 
will  vary  according  to  the  needs  and  mental  equipment  of 
the  boys  and  the  position  involved.  It  will  naturally  in- 
clude:  (a)   Drawing — freehand,  sketching,  working  draw- 


APPRENTICE  SCHOOLS  221 

ings  and  designs;  (b)  mathematics — arithmetic,  "mill  fig- 
ures," shop  mathematics;  (c)  mechanics  and  elements  of 
machines;  (d)  business  forms,  reports,  correct  language  of 
the  shop;  (e)  shop  practices  and  problems. 

(4)  Some  results.  Employers  with  experience  in  this 
work,  either  in  the  Association  or  in  other  schools,  report 
very  favorably  on  the  results.  They  say  that  the  loss  of 
time  of  the  boys  from  the  shop,  attending  such  schools  in 
the  daytime,  does  not  affect  the  cost  of  the  shop's  product. 
In  most  cases  the  output  is  greater  than  when  the  boys 
worked  full  time.  All  employers  pay  the  boys  the  same 
rate  per  hour  for  the  time  spent  at  school  as  for  work  in 
the  shops.  The  attitude  of  the  schoolboys  toward  the  em- 
ployer, foreman  and  machine  is  largely  changed.  All  show 
an  earnest  spirit.  Other  things  being  equal,  the  best  appren- 
tice boy  is  one  who  has  finished  the  grammar  grades,  if  not 
the  high  school.  Apprentice  boys  just  entering  such  schools 
appreciate  them  the  least,  but  a  few  weeks  of  shop  life 
changes  their  attitude  toward  the  school,  as  with  older  boys 
a  few  weeks  of  school  changes  their  attitude  toward  the 
shop.  The  best  foremen  appreciate  the  value  of  such  a  half 
day  of  school  per  week  on  company  time  and  cooperate  to 
make  it  practical  and  efficient.  They  help  the  teacher,  who 
is  not  a  foreman  or  employee  but  who  has  experience  in  the 
methods,  practices  and  needs  of  the  most  successful  and 
best-trained  shop  men. 

(5)  Opportunity.  Here  is  a  definite  opportunity  and  at 
small  expense  for  the  Association  to  effectively  cooperate 
with  manufacture,  industry  or  trade  in  increasing  the  effi- 
ciency and  industrial  intelligence  of  employed  men  and  boys 
and  do  it  without  any  fad  or  formula.  There  would  seem 
to  be  no  reason  why  a  large  number  of  Associations  might 
not  start  some  such  work.  One  Association  with  one  teacher 
in  a  manufacturing  or  industrial  center  might  easily  provide 
for  six,  eight  or  ten  special  groups,  each  of  fourteen  to 


222  ASSOCIATION  EDUCATIONAL  WORK 

twenty  boys — 80  to  200  in  all — each  group  meeting  one  half 
day  per  week. 

Weekly  Wages  in  Various  Industries 

(Adult  Males) 

Less  than  $15  per  week  and  less  than  $750  per  year,  gray  lines. 
Over  $15  per  week  and  over  $750  per  year,  black  lines. 

Jewelry 

53%  fmmmmmmmmmmmmmmmmmmmmmmmmmm^^K^m^m^mmmm  47% 
Boots  and  Shoes 


Foundries  and  Machine  Shops 

68%  wmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm 


Paper 


Furniture 


Leather 

84%  ■■■■■■■■■■■■■■■■■■■■■■ I illlllllliyilllUllill«iiffllllllll«B»B^«  16% 

The  wages  for  all  employees  in  all  industries  range  from  $450  to  $600  per  year. 
When  males  alone  are  employed  the  average  often  rises  to  $750 or  more.  When 
women  alone  are  employed  tne  average  often  drops  to  $350  or  less. 


4.     Some  Suggestions 

A  study  of  ways  and  means  provided  abroad  for  the 
better  vocational  training  of  employed  men  and  boys  to 
meet  daily  needs  leads  to  some  important  suggestions  con- 
cerning Association  educational  work  among  city,  railroad, 
industrial  and  other  men  in  North  America,  which  is  urged 
with  much  emphasis. 

a.    Quality 

Though  Association  educational  work  among  employed 
men  and  boys  is  improving  here  each  year,  yet  if  we  are 
to  provide  facilities  equivalent  to  those  abroad  we  need 
to  give  the  subject  far  more  attention: 


SUGGESTIONS  FROM  ABROAD  223 

(1)  To  quality  and  efficiency  in  actually  meeting  particu- 
lar needs. 

(2)  To  thoroughness,  patience  in  detail,  and  more  care- 
ful work  with  individual  students  whether  in  the  class  room 
or  out  of  it. 

(3)  To  encourage  thinking,  reasoning,  and  judgment. 
We  are  relatively  weak  in  these  respects.  The  number  of 
students  and  quantity  of  work  done  has  increased  relatively 
faster  with  us  during  the  past  twelve  years,  yet  abroad 
they  have  produced  a  much  more  efficient  product — a  better 
type  of  result  in  its  relation  to  industry,  trade  and  manu- 
facture. We  must  make  our  aim  quality  rather  than  quan- 
tity if  we  are  to  render  best  and  most  permanent  service. 

b.  Time  spent  in  study 

Much  more  time  must  be  taken  for  each  fundamental 
topic,  such  as  percentage  or  projection.  Three  weeks  should 
take  the  place  of  three  days,  or  three  months  the  place  of 
three  weeks,  in  many  things.  We  should  be  slow  to  think 
of  handling  subjects  like  shop  mathematics,  drawing  or 
electricity,  even  in  their  simple  essentials — their  "fighting 
clothes" — in  less  than  a  season  of  eight  or  nine  months 
instead  of  two  or  three  months.  This  is  a  part  of  the  price 
paid  for  best  and  permanent  results.  We  may  well  empha- 
size all  plans  that  develop  the  student's  thought,  under- 
standing and  growth.  This  all  takes  time.  Without  it  we 
tend  to  make  automatons  and  dependents. 

c.  Group  courses 

The  best  results  abroad  teach  us  that  a  group  of  three  or 
more  related  subjects,  like  drawing,  mathematics  and  Eng- 
lish, should  be  carried  on  side  by  side,  rather  than  the  entire 
time  being  given  to  a  single  subject.  The  study  of  two  or 
more  related  subjects  in  a  course  toward  a  vocation,  trade, 
or  branch  of  industry  helps  to  preserve  the  mental  balance 


224  ASSOCIATION  EDUCATIONAL  WORK 

and  development  of  each.  This  results  in  a  much  stronger 
foundation  of  thought,  judgment  and  ability.  The  group 
course  abroad  has  resulted  in  a  broader  development,  a  more 
thorough  training  and  efficient  preparation  of  artisans  and 
tradesmen. 

d.  Shop  and  school 

Strong  emphasis  is  placed  upon  a  closer  relation  between 
the  two.  Much  time  is  given  to  work  shop  processes ;  the 
study  of  machinery,  its  care  and  efficiency ;  the  proper  floor 
arrangements  for  machinery  to  secure  maximum  efficiency 
and  output.  In  day  courses  for  boys  between  fourteen  and 
twenty  or  twenty-two  years  of  age,  half  of  the  entire  time 
is  spent  on  actual  shop  work.  Students  are  required  to 
sustain  about  the  same  relation  to  the  instructor  and  the 
school  for  eight  or  ten  hours  per  day  as  they  would  sustain 
as  employees.  In  some  places  the  shop  product  is  sold  or 
utilized  in  such  way  as  to  carry  a  part  of  the  current  ex- 
penses.    This  practice  varies  according  to  local  conditions. 

e.  The  art  principle  in  relation  to  industry 

In  comparison  with  the  rich  and  broad  application  of 
this  principle  in  the  majority  of  foreign  schools  we  seem 
to  be  relatively  starving  here,  owing  to  the  lack  of  appre- 
ciation and  effort  in  cultivating  a  love  and  a  desire  for  the 
beautiful  and  the  true,  especially  in  our  Association  work 
in  drawing,  construction  and  applied  design.  In  one  city 
of  Germany  the  evening  schools  give  almost  no  attention  to 
art  and  the  beautiful  as  applied  to  the  instruction  in  design 
and  construction — a  very  rare  exception.  This  is  one  of 
the  homeliest  cities  in  Germany.  Its  public  buildings  and 
public  works  are  deficient  in  beauty.  Within  a  few  miles 
is  another  city — one  of  the  most  beautiful.  Here  much 
attention  is  given  to  drawing,  sketching  and  industrial  design 
as  related  to  the  beautiful.     In  one  place  the  manufactured 


School  for  Firemen -Railroad,  St.  Louis,  Mo. 


Practical  Talk  to  Railroad  Shop  Men— Scranton,  Pa. 


r 


Engine  Practice  and  Assaying    Los  Anglles,  Cau 


SUGGESTIONS  FROM  ABROAD  225 

products  are  wholly  lacking  in  artistic  value,  and  they  com- 
mand but  poor  markets.  In  the  other,  manufacturer's  pro- 
ducts so  designed  as  to  combine  beauty  with  efficiency  find 
a  wide  market.  The  cities  lacking  instruction  in  the  beauti- 
ful are  very  rare  indeed.  To  prevent  this  nation  from 
starving  for  want  of  the  artistic  and  beautiful,  there  needs 
to  be  promoted  all  those  influences  that  magnify  simplicity, 
beauty  and  the  true  art  principle,  without  losing  sight  of 
the  elements  of  efficiency. 

f.  Exhibits  and  museums 

These  features  abroad  are  used  with  increasing  efficiency 
by  all  schools  and  educational  movements  among  employed 
men  and  boys.  Tours  of  inspection  by  groups  of  students — 
men  and  boys — are  made  to  railroad  shops,  manufacturing 
plants  and  corporation  offices  in  order  to  study  systems, 
shops  and  processes.  In  Germany,  France,  Switzerland, 
Belgium  and  England  industrial  museums  supplement  this 
kind  of  work  and  are  in  themselves  large  educational  insti- 
tutions. Students  spend  much  time  in  them  studying 
development,  processes  and  products.  These  museums  are 
closely  related  to  industry  and  commerce  so  as  to  be  of  the 
greatest  use  to  students  in  various  industries  and  vocations. 
Much  use  is  made  of  them.  Such  features  should  be  encour- 
aged locally  and  nationally  on  this  side  of  the  Atlantic. 
Some  Associations  can  reasonably  plan  on  establishing  such 
industrial  collections  or  museums  relating  to  industries  of 
their  city  to  which  the  instruction  provided  relates. 

g.  Trade  and  continuation  schools 

These  institutions  are  numerous.  The  relations  of  labor 
organizations,  which  formerly  were  more  or  less  in  oppo- 
sition to  much  of  the  industrial  and  all  of  the  trade  school 
work,  are  becoming  more  and  more  cordial  and  cooperative. 
Labor  leaders  recognize  that  the  object  of  these  institutions 


226  ASSOCIATION  EDUCATIONAL  WORK 

is  not  to  lessen  the  value  of  labor,  or  to  offer  a  short-cut  for 
journeymen,  but  rather  to  provide  for  improved  and  efficient 
workmanship,  help  increase  skill,  and  especially  to  help 
broaden  and  raise  the  industrial  intelligence  of  all  employed 
men.  Relations  with  organizations  are  so  cordial  in  many 
places  that  organized  labor  is  given  the  right  of  way  in 
mapping  out  courses,  fixing  standards,  determining  mini- 
mum requirements  for  graduation,  instruction  and  equip- 
ment. In  the  relation  of  schools  to  manufacturers  and  cor- 
porations, cooperation  is  already  extensive  and  increasing 
abroad.  Many  polytechnics  and  evening  schools  devote 
special  courses  of  features  largely  to  various  trades  or  in 
the  interests  of  particular  manufacturing  plants  or  com- 
panies. Apprentice  schools  have  been  increasing  in  num- 
bers and  efficiency  during  the  past  twenty  years.  Commit- 
tees from  industrial  concerns  are  closely  related  to  the 
administration  of  many  schools. 

h.     Government  support  and  supervision 

Year  by  year  educational  facilities  abroad,  at  first  almost 
entirely  organized,  supported  and  supervised  by  private  or 
corporate  initiative,  have  so  successfully  proved  their  value 
and  importance  to  men,  industry  and  to  national  interests, 
that  they  now  receive  in  whole  or  in  part,  government  sup- 
port and  supervision.  The  advantage  in  this  arrangement 
is  in  increasing  unity  of  effort,  more  and  better  equipment, 
more  efficient  instruction.  The  seeming  disadvantages  are 
less  responsibility  upon  local  teachers  to  meet  local  needs, 
and  a  decrease  of  private  and  corporate  initiative,  both  of 
which  are  necessary  for  best  results.  Such  government 
supervision  centers  usually  in  the  Department  of  Industry, 
or  of  Commerce  and  Industry,  or  of  Industry  and  Labor, 
of  the  various  national  governments.  So  practical  and  effi- 
cient has  this  government  supervision  of  public  and  supple- 
mentary schools  become  that  the  Young  Men's  Christian 


SUGGESTIONS  FROM  ABROAD 


227   ' 


PREPARATION   VS.   OCCUPATIONS 
Graphic  Estimates  of  Training  and  Life  Work  based  on  Government  Reports 


/)  America 


(^evnian«f 


•t*  S'ifn      10 


Explanation. — These  graphic  estimates  concerning  the  relation  of  the  school 
training  of  males  and  their  vocations  or  life  work,  are  based  on  census  and 
government  reports.  The  verticals,  a  and  b  show  relatively  the  number  of 
hoys  in  school  at  10  and  15  years  of  age  in  both  North  America  and  Ger- 
many. The  verticals,  c,  d,  e  show  the  number  of  males  as  wage-earners. 
Note  the  difference  between  line  b  in  North  American  and  line  b  in  Germany. 
Germany  has  developed  a  system  of  industrial  and  vocational  training  which 
is  so  closely  related  to  both  the  schools  and  the  industrial  and  business  life 
that  it  has  closed  the  gap  and  has  turned  the  years  of  waste  into  further 
training  for  life.     We  must  cooperate  to  close  the  "gap"   in   North  America. 


228  ASSOCIATION  EDUCATIONAL  WORK 

Association  in  one  place  at  least  finds  it  desirable  to  place 
its  large  educational  work  of  2,000  students  under  the  spe- 
cial supervision  and  partial  control  and  support  of  the  city. 
Our  own  Association  educational  work,  including  all  of 
its  many  different  lines  of  effort,  both  inside  and  outside  the 
building — to  one  who  has  been  observing  it  abroad — seems 
to  be  one  of  the  most  significant  and  far-reaching  educa- 
tional movements  of  the  twentieth  century  in  its  possi- 
bilities. It  is  an  agency  of  the  church,  supplementing  the 
home,  the  school,  the  shop,  the  office  and  the  vocation, 
leavening  the  whole  with  the  spirit  of  Christ.  Even  with 
all  its  relative  weaknesses  and  superficial  results  it  is  a 
powerful  ally  of  trade,  commerce  and  manufacture,  a  vital 
factor  in  building  character,  and  well  worth  the  service 
and  energy  of  every  citizen. 

5.     Vocational  Guidance 

a.    Definition 

To  help  a  man  or  boy  choose  rightly  that  vocation  for 
which  he  is  best  fitted,  physically  and  temperamentally,  is  as 
important  as  to  help  him  fit  himself  for  a  specific  vocation. 
The  Association  has  been  successful  in  the  latter,  and  now 
increasing  attention  will  be  given  to  the  former.  The  boy 
without  vocational  guidance  and  proper  training  today  is 
father  of  the  bench  warmer  and  unemployed. 

"The  wise  selection  of  the  business,  profession,  trade  or 
occupation  to  which  one's  life  may  be  devoted,  and  the 
development  of  full  efficiency  in  the  chosen  field  are  matters 
of  the  deepest  moment  to  young  men  and  to  the  public.  The 
vital  problems  should  be  solved  in  a  careful,  scientific  way, 
with  due  regard  to  each  person's  aptitudes,  abilities,  ambi- 
tions, resources  and  limitations,  and  the  relation  of  these 
elements  to  the  conditions  of  success  in  different  industries. 
An  occupation  out  of  harmony  with  the  worker's  aptitudes 


VOCATIONAL  GUIDANCE  229 

and  capacities  means  inefficiency,  unenthusiastic  and  perhaps 
distasteful  labor  and  low  pay;  while  an  occupation  in  har- 
mony with  the  nature  of  the  man  means  enthusiasm,  love 
of  work  and  high  economic  values — superior  product,  effi- 
cient service  and  good  pay." 

In  a  way  similar  to  that  by  which  boys  and  men,  inade- 
quately schooled  or  trained,  have  tried  to  meet  the  respon- 
sibilities of  working  life,  they  have  struggled  to  fill  occu- 
pations wholly  unsuited  to  them.  Thus  they  have  wasted 
themselves,  and  business  and  industry  have  correspondingly 
suffered. 

b.  Experience 

To  remedy  this  state  of  aflfairs,  vocational  advise  and 
guidance  is  now  provided  in  several  cities  for  school  chil- 
dren and  adults.  The  number  of  these  facilities  will  in- 
crease as  they  prove  their  value  and  wise  Associations  will 
provide  for  this  kind  of  service  as  far  as  opportunity,  means 
and  the  development  of  properly  trained  leaders  permit. 
In  well-organized  Associations  such  work  will  be  closely 
related  to  and  possibly  under  the  direct  supervision  of  the 
educational  department.  Where  there  are  well  organized 
employment  departments  some  similar  relation  may  obtain. 
A  recognition  of  the  needs  and  opportunities  in  vocational 
advice  in  connection  with  educational  and  employment  de- 
partments will  increasingly  bind  these  two  naturally  related 
departments  even  more  closely  together. 

c.  Opportunity  for  service 

Until  public  schools  incorporate  it  into  the  school  pro- 
gram, vocational  guidance  will  belong  peculiarly  to  the 
sphere  of  supplementary  education.  As  one  such  agency 
the  Association  has  a  new  and  rare  opportunity  for  service. 
It  will  be  expected  to  render  as  effective  and  thorough  help 
as  possible  in  aiding  men  and  older  boys,  who  have  discon- 


230  ASSOCIATION  EDUCATIONAL  WORK 

tinned  public  school  attendance,  to  determine  upon  a  voca- 
tion, a  workable  training  for  that  vocation,  and  a  successful 
plan  of  life  work. 

Wages  in  Selected  Industries 

(Adult  Males) 

Steel  Industry— 1910 

Less  than    $500  per  year  mm^mmam^ 31 .99^0 

Less  than    |625  per  year  WK^Km^^mmm^^mmmmm 61 .2% 

Less  than  $1000  per  year  ^^m^m^mmmaam^mmmmmm^mmamm 91.8% 

Over  $1000  per  year  ■■ 8.2% 

Railroading— 1909 
1,500,000  Employees,  Including  "Officers" 

Less  than    $625  yer  year  ■■■■■HBlBBiHHHH 51 .  <^o 

Less  than  $1000  per  year  ^gggg^g^/^gggammmm^m^^mmam^^l^^ 93.  9b 

Over  $1000  per  year  ■■ 7.  % 

Bell  Telephone  Employees 

Less  than    $600  per  year  j^^^^ 19.9</o 

Less  than    $725  per  year  m^l^mmK^K^m 34. 99^? 

Less  than  $1000  per  year  g^mmmgnig^mg^^g^l^im^llll 73.4% 

Less  than  $1500  per  year  m^mammmmmm^i^maaam^^^^mmm^m..  96.1% 

Over  $1500  annually  i^B  3.9% 

d.    Methods 

In  planning  for  such  work  an  Association  will  wisely 
secure  from  other  Associations  or  elsewhere,  all  possible 
information,  advice,  printed  matter  and  other  desirable 
suggestions.  For  successful  results  only  the  most  expe- 
rienced and  mature  supervision  should  be  provided.  Occa- 
sionally, by  extra  study  and  preparation  an  Association 
officer  may  fit  himself  for  such  service.  His  work,  however, 
should  be  supplemented  by  vocational  experts  if  their  ser- 
vices can  be  secured,  and  especially  by  those  who  have  the 
most  intimate  knowledge  of  industrial  and  business  condi- 
tions, needs,  opportunities  and  requirements.     Thus  will  be 


AGRICULTURAL  TRAINING  .  231 

combined  friendly  interest  and  assistance,  expert  counsel  and 
practical  business  direction.  Special  blanks  employed  in 
established  vocational  bureaus  should  be  used  for  purposes 
of  consultation,  record  and  guidance. 

The  following  books  are  recommended  for  reference: 
Frank  Parsons,  Choosing  a  Vocation;  Meyer  Bloomfield, 
The  Vocational  Guidance  of  Youth.  In  addition  there  is  a 
large  list  of  books  and  special  articles  to  which  young  men 
may  be  referred,  which  relate  to  choosing  and  planning  a 
career,  and  to  various  occupations,  their  opportunities  and 
requirements.  By  providing  a  reference  vocational  library 
and  through  lectures,  talks  and  clubs,  an  Association  can 
render  a  lasting  service  to  large  numbers  of  young  men  in 
the  vital  problem  of  life  work. 

6.    Agricultural  Training 

a.  Opportunity 

Careful  study  of  the  field  and  a  desire  to  serve  in  any 
needed  direction  will  lead  many  Associations  in  city,  indus- 
trial, railroad,  rural  or  other  fields  to  provide  training  or 
facilities  for  instruction  in  agricultural  and  allied  subjects. 
Such  facilities  may  be  provided  through  talks,  lectures, 
exhibits,  clubs,  classes  and  home  or  extension  reading. 
Vocational  education  today  includes  special  training  in  agri- 
cultural as  well  as  in  technical,  business  or  commercial  pur- 
suits. Such  facilities  should  be  provided,  therefore,  for 
those  men  or  older  boys  who  desire  a  knowledge  of  scientific, 
up  to  date  methods  of  agriculture,  but  who  are  not  able  to 
attend  long  or  short  special  courses  at  a  regularly  estab- 
lished agricultural  college. 

b.  Methods 

The  work  should  be  developed  to  meet  local  conditions 
and,  therefore,  each  subject  should  be  taught  with  particular 
reference  to  the  peculiar  soil,  climate,  physiographic,  geo- 


232  ASSOCIATION  EDUCATIONAL  WORK 

graphic  and  commercial  situation  of  the  local  district.  Of 
course,  the  facilities  and  instruction  provided  for  this  form 
of  vocational  or  avocational  training  are  to  be  carefully- 
adapted  to  meet  the  practical  needs  of  those  men  and  boys 
that  the  Association  proposes  to  serve. 

It  is  advisable  for  an  Association  to  secure  the  services, 
which  in  all  probability  will  be  gladly  given,  of  agricultural 
college  and  experiment  station  teachers  and  experts,  and 
of  others  prepared  for  such  service.  Special  courses  in  any 
subject  may  be  provided ;  also  short  or  long  term  institutes, 
lasting  from  two  or  three  days  to  several  weeks.  Much 
valuable  advice  and  direction  may  be  secured  from  the 
above-named  colleges  and  stations,  state  departments  of 
education  or  agriculture  and  from  the  agricultural  depart- 
ment at  Washington,  D.  C. 

c.    Subjects 

Associations  have  successfully  conducted  courses  in  agri- 
culture; corn  raising  and  judging;  dairying;  apple,  orange 
and  grape  culture;  poultry;  forestry;  grain  grading  and 
judging;  soils,  farm  management,  etc.  Much  of  this  work 
has  been  conducted  in  connection  with  special  lecture  courses 
and  classes.  Experimental  work,  research  and  definite 
practical  effort  has  frequently  been  conducted  successfully 
through  clubs  and  small  cooperative  groups  of  either  men 
or  boys.    The  boys'  agricultural  club  is  typical. 

International  Examinations— No.  of  Students  Taking  Part 
1893         0 


1910  3336 

1911  4534 


IX.     MISCELLANEOUS 

1.    Thrift 

a.  Importance 

The  economic  status  of  the  individual  depends  upon  three 
things  at  least — earning  capacity,  spending  ability,  saving 
habit.  The  first  regulates  the  amount  of  income ;  the  second 
determines  the  purchasing  power  of  the  amount  earned ; 
the  third  paves  the  way  to  independence. 

The  welfare  of  the  man,  single  or  married,  depends  upon 
a  systematic  and  careful  regulation  of  each  of  these  three 
items.  No  matter  how  large  or  small  his  wages  or  salary, 
if  he  does  not  spend  his  money  wisely  and  carefully  or  save 
a  definite  per  cent  weekly  or  monthly  from  his  income  he  is 
running  serious  chances  of  trouble  later  in  life. 

The  purchasing  value  of  a  dollar  depends  largely  upon 
the  way  it  is  spent.  There  are  certain  items  of  expense  for 
everyone,  as  rent,  food,  clothing,  incidental  expenses  due 
to  sickness  and  pleasure  or  self-improvement.  The  propor- 
tion spent  for  each  should  be  carefully  regulated,  and  one 
owes  it  to  himself  to  see  that  he  gets  as  much  value  as  pos- 
sible out  of  every  dollar  spent  for  these  items. 

The  Associations  have  successfully  increased  men's  earn- 
ing capacity.  Some  have  attempted  and  some  have  suc- 
ceeded in  directing  their  attention  to  personal  and  domestic 
economy  in  the  matter  of  expenses  and  savings.  Lectures 
and  talks,  reading  notices,  clubs,  and  even  some  class  work 
has  been  promoted  to  this  end. 

b.  Methods 

Problems  of  rent,  light,  heat,  marketing,  clothing,  insur- 
ance, house  furnishing  and  similar  topics  are  important 
subjects.  Associations  can  easily  and  systematically  adapt 
talks  and  discussions  to  these  topics  both  outside  and  within 
the  building. 


234  ASSOCIATION  EDUCATIONAL  WORK 

Accumulation  is  the  next  step  in  thrift,  and  Hke  its  fellows 
should  be  observed  systematically  and  regularly.  Thrift  is 
a  virtue  and  no  virtue  is  ever  acquired  without  effort;  yet 
no  effort  will  pay  larger  dividends  in  actual  money.  A  dollar 
saved  is  worth  more  than  two  dollars  earned.  A  dollar  put 
at  interest  is  a  faithful,  silent  partner  working  twenty-four 
hours  a  day,  while  the  spent  dollar  is  like  a  lost  friend — 
gone  forever.  Money  may  be  doubled  in  from  ten  to  six- 
teen years,  depending  on  the  rate  of  interest.  At  7  per  cent, 
the  interest  added  semi-annually,  savings  will  double  them- 
selves in  less  than  eleven  years. 

Thrift  is  largely  a  state  of  mind,  but  it  invariably  pro- 
duces a  new  condition  of  bank  account.  Fortune's  ladder 
rests  on  a  foundation  of  small  savings ;  it  rises  higher  and 
higher  by  the  added  power  of  interest.  The  secret  lies  in 
regularly  setting  aside  a  fixed  portion  of  one's  earnings, 
for  instance,  10  per  cent ;  better  still,  10  per  cent  for  a  defi- 
nite object,  such  as  a  home,  an  education,  a  trip,  or  a  com- 
petency. 

As  a  privilege  and  a  duty  it  is  just  as  important  for  the 
Young  Men's  Christian  Association  to  organize  and  promote 
all  possible  means  of  encouraging  and  bringing  a  helpful 
pressure  toward  systematic  savings  among  boys  and  men 
as  to  increase  their  earning  capacity.  As  an  educational 
influence  and  a  wholesome  discipline,  thrift  and  its  com- 
panion influences  of  economy  in  living,  wise  and  sensible 
provision  for  the  home  after  setting  apart  a  definite  amount 
of  the  weekly  wage  or  salary,  are  as  necessary  a  part  of 
manhood  building  as  are  the  pure  educational,  physical  and 
religious  activities  of  the  Association. 

Many  Associations  have  promoted  this  idea  at  one  time 
or  another.  It  would  be  well  for  the  Associations  to  double 
their  interest  and  greatly  multiply  their  efforts  in  this  most 
important  matter.  In  every  community  one  will  find  various 
agencies  by  which  savings  can  be  systematically  encour- 


THRIFT  AND  SAVINGS  235  • 

aged  and  most  successfully  promoted.  Each  individual,  or 
each  Association,  is  urged  to  cooperate  with -that  kind  of 
savings  organization,  preferably  v^ithin  easy  reach  by  mail 
or  in  person,  with  which  it  can  make  most  convenient 
arrangements. 

Pratt  Institute  Thrift,  Brooklyn,  N.  Y.,  is  one  of  the  best 
typical  savings  and  loan  institutions  in  America.  It  pro- 
motes habits  of  thrift;  encourages  people  to  become  prudent 
and  wise  in  the  use  of  money  and  time ;  helps  place  in  strong 
contrast  habits  of  economy  as  against  those  of  extrava- 
gance; assists  people  to  buy  or  build  homes  for  themselves, 
or  to  accumulate  a  fund  for  use  in  an  emergency  or  mainte- 
nance in  old  age  and  to  do  such  things  as  experience  shall 
prove  to  be  beneficial  to  accomplish  such  results.  The 
Thrift  is  a  constant  source  of  stimulation  toward  savings  for 
each  of  the  4,000  students  of  the  Institute,  as  well  as  for 
the  community  at  large. 

In  encouraging  thrift,  our  schools  and  organizations 
seem  to  be  far  behind  those  in  many  foreign  countries.  As 
an  illustration  which  is  typical  of  England,  Germany  and 
Switzerland,  the  various  educational  institutions  of  Man- 
chester, England,  haye  been  promoting  thrift  since  1877. 
In  the  schools  and  polytechnics  of  that  one  city,  with  its 
total  of  125,000  students  in  all  schools,  there  are  now  349 
school  thrifts  or  banks  with  52,622  depositors  among  the 
students  alone,  and  the  amount  deposited  in  1910  alone 
was  $240,000.  If  each  Young  Men's  Christian  Association 
could  similarly  encourage  thrift  in  North  America,  the 
result  would  be  of  the  greatest  beneficial  influence  to  all 
concerned. 

2.    Civic  Training 

a.    Conditions  and  needs 

One  of  the  sources  of  political  rottenness  and  corruption, 
of  boss  rule,  of  open  trafficking  in  public  confidence  and 


236  ASSOCIATION  EDUCATIONAL  WORK 

office,  of  selfishness  rather  than  disinterested  and  true  civic 
service,  is  that  new  voters  begin  to  exercise  their  franchise 
rights  before  they  know  what  citizenship  means  and  before 
they  realize  that  citizenship  implies  obligations  as  well  as 
rights.  Citizenship  and  a  democratic  self-governing  system 
requires  civic  service  in  the  sense  that  each  man  is  expected 
to  bear  burdens  as  well  as  receive  benefits  conferred  by 
citizenship.  His  relations  to  his  fellow  men  and  to  the 
political,  moral,  economic  and  social  welfare  of  the  com- 
munity in  which  he  lives  should  be  a  matter  of  abiding  and 
well-informed  interest.  But  the  large  majority  of  boys 
leave  school  without  being  adequately  trained  in  citizenship, 
knowing  comparatively  little  of  the  fundamental  Western 
ideals  and  of  the  means  and  methods  by  which  we  seek 
those  ideals.  ,  They  may  easily  fail  to  appreciate  them  and 
be  led  into  practices  and  conceptions  dangerous  to  or  even 
destructive  of  democracy. 

As  a  supplemental  educational  agency  the  Association, 
because  it  deals  almost  entirely  with  men  and  boys,  has  not 
only  an  opportunity  but  also  a  responsibility  in  helping  to 
create  right  ideas  and  ideals  of  citizenship  in  the  minds  and 
hearts  of  those  boys  and  men  whom  it  can  influence  and 
train. 

b.    Methods 

Among  some  of  the  methods  effectively  used  in  promoting 
this  work.  Associations  have  employed  lectures  and  talks, 
clubs,  classes,  reading  courses,  investigation  trips  to  civic 
centers  and  public  utilities,  local  research  and  various  forms 
of  social  welfare  propaganda  aimed  to  benefit  the  local 
community.  The  latter  have  been  promoted  in  various  forms 
to  meet  local  needs  because  concrete  service  possesses  a 
value  which  theoretical  discussion,  reading  and  debating 
do  not  supply.  Much  of  the  best  citizenship  training  has 
been  promoted  through  boys'  departments,  many  of  which 


CIVIC  TRAINING  237 

have  been  organized  on  the  self-governing  basis,  under 
proper  leadership.  By  organizing  on  the  basis  of  and  ob- 
serving the  methods  of  municipal,  state  or  national  govern- 
ment, many  boys  have  been  very  effectively  trained  in  the 
ideas  and  machinery  of  democratic  government. 

c.    Civic  program 

A  civic  club  for  either  men  or  boys  may  render  effective 
service  through  reading,  investigations  and  study  with  at 
least  occasional  concrete  effort  on  the  following  subjects: 

(1)  City  government  departments — Fire,  health,  water, 
police,  public  works,  education,  and  others, 

(2)  Public  utilities — Water  power,  gas  and  electric  light 
supply,  transportation,  and  so  on. 

(3)  Civic  improvements — Parks,  playgrounds,  streets, 
public  baths,  and  public  buildings. 

(4)  Political  organizations — Local  parties,  caucuses,  pri- 
maries, conventions,  and  elections. 

(5)  Public  health — :City  growth  and  overcrowding,  care 
of  streets,  food  supply,  sanitation,  housing  conditions,  epi- 
demics and  preventive  measures,  tuberculosis  prevention, 
factory  and  working  conditions,  safety  appliances,  public 
school  sanitation,  liquor  selling,  domestic  hygiene  and  sani- 
tation. 

3.     Visual  Instruction 

a.    Principles  and  importance 

The  advantages  to  be  secured  from  concrete  visualization 
may  be  had  in  any  of  the  educational  features  enumerated 
herein.  Eighty  per  cent  of  our  sense  impressions,  it  is  said, 
reach  us  through  the  eye ;  they  are  eighty  per  cent  stronger 
also  than  other  sense  impressions,  such  as  those  of  hearing, 
taste,  feeling,  and  smell.  That  which  we  see  we  are  more 
likely  to  appreciate  and  remember. 


238 


ASSOCIATION  EDUCATIONAL  WORK 


Modern  pedagogy  in  many  directions  lays  increasing 
emphasis  on  visual  education.  By  means  of  pictures,  charts, 
outside  trips,  observation  tours  and  symbols  the  child  is  led 
to  develop  from  within  outward  by  natural  response  to  the 
intelligence  and  emotional  stimulus  provided  objectively. 
The  same  principle  obtains  in  training  the  older  child  or 
the  adult,  the  stereopticon  and  moving  picture  perhaps  being 
the  best  known  and  more  general  method  of  visual  educa- 
tion. 


iUinuaX 


fivara(jt  Uje  EcLrnin(js  of^Workmen. 


e.W.lai-a<.-  «*" 


Carefully  note  the  advantage,  in  earning  capacity,  of  a  person  Who  has 
spent  the  time  from  14  to  18  years  of  age  in  studious  educational  training 
rather  than  working  at  some  "dead  end"  or  blind  alley  job. 


b.    Methods 

Every  Association  can  make  profitable  use  of  a  good 
projecting  and  reflecting  outfit.  Class  or  club  work  in 
practically  any  subject  can  be  stimulated  and  made  more 
effective  by  the  use  of  lantern  slides  and  reflected  charts. 


SOCIAL  SERVICE  239 

diagrams,  instruments,  pictures  and  objects.  Illustrated 
lectures  and  talks,  formal  and  informal,  inside  or  outside 
the  building,  are  generally  more  attractive  than  those  which 
are  not  illustrated. 

Visual  demonstration,  however,  is  not  limited  to  the 
stereopticon,  reflectoscope  or  moving  picture.  Similar  good 
results  are  secured  by  the  use  of  apparatus  in  all  kinds  of 
scientific  popular  discussions,  exhibits  of  tools,  machines 
and  products,  collections,  charts  and  diagrams,  stereo- 
scopic series,  and  other  means. 

4.     Social  Service 

a.     Survey 

Modern  social  philosophy  has  added  "social  regeneration" 
to  the  idea  of  "individual  regeneration."  Today  the  social 
student  is  accustomed  to  think  of  the  individual  not  merely 
as  an  abstract  unit,  but  also  in  relation  to  his  environment 
and  to  the  conditions  under  which  he  lives.  An  accepted 
principle  among  those  trained  in  such  service  today  is  that 
salvation  of  the  individual  and  his  realization  of  all  his 
possibilities — socially,  mentally,  physically,  economically 
and  religiously — cannot  be  secured  without  the  proper 
functioning  of  those  beneficial  influences  which  affect  the 
individual.  By  the  same  principle,  also,  those  conditions  of 
living  which  operate  against  individual  and  social  welfare 
are  attacked  as  near  at  their  roots  as  possible.  The  modern 
social  worker  seeks  to  improve  "conditions  of  living"  as 
well  as  to  help  the  individual. 

The  Association  has  rendered  most  effective  service  in 
helping  the  individual.  A  large  share,  and  probably  the 
best  part  of  its  effort  in  the  past,  has  been  given  to  "mem- 
bers," but  the  Association,  with  added  strength  and  influence 
and  representing  all  phases  of  community  life,  appreciates 
increasingly  the  trend  of  modern  social  philosophy  and  seeks 


240  ASSOCIATION  EDUCATIONAL  WORK 

to  serve  in  even  larger  fields.  Experience  indicates  it  will 
succeed  in  this  direction  in  proportion  and  just  as  fast  as 
it  is  effective  in  really  successful  individual  regeneration. 

b.  Definition 

A  special  commission  representing  the  Educational  Sec- 
retaries Association  defines  social  service  in  relation  to  edu- 
cational work  as  follows:  "Distinctive  social  service  is 
altruistic  work  performed  by  the  Association  or  a  group 
in  the  Association  in  behalf  of  the  community  or  a  group 
in  the  community  thereby  promoting  the  general  social 
betterment  of  that  community  or  group.  Preparatory  social 
service,  through  special  lectures,  talks,  clubs,  instruction, 
research  and  inspiration  fits  the  individual,  group  or  Asso- 
ciation to  serve.  Social  service  in  behalf  of  social  welfare 
may  be  promoted  directly  by  the  Association  or  an  Asso- 
ciation group."  Thus  an  Association  would  seek  to  serve 
the  community  which  it  represents  as  well  as  its  members. 

c.  Forms  of  service 

Association  educational  work  as  a  whole,  with  its  increas- 
ing variety  of  activities,  its  altruistic  objective,  its. special 
emphasis  on  pioneer  service,  its  aid  and  stimulation  to  other 
educational  efiforts,  all  make  it  a  most  practical  form  of 
Christian  social  service.  But  there  are  some  added  forms 
of  social  service,  closely  related  to  the  Association  as  a 
supplemental  educational  agency: 

(1)  To  establish,  or  improve  public  educational  facili- 
ties for  industrial  training,  citizenship  and  moral  instruction, 
vocational  guidance,  and  continuation  schools. 

(2)  To  cooperate  with  schools,  libraries,  parents,  em- 
ployers, truant  officers  and  others  to  keep  boys  in  school. 
This  is  an  attempt  to  prevent  a  most  serious  evil,  rather 
than  try  to  cure  it  later. 


Boys'  Summer  School  Classes— Buffalo,  N.  Y, 


SOCIAL  SERVICE  241 

(3)  To  promote  instruction  in  English,  civics,  geography, 
thrift,  and  North  American  history  to  non- English  speak- 
ing men  and  boys. 

(4)  To  promote,  in  cooperation  with  physical  depart- 
ments and  health  boards,  instruction  in  personal  and  public 
hygiene,  sex  problems,  tuberculosis  prevention,  and  all 
matters  of  public  and  private  health. 

(5)  To  encourage  all  good  efforts  to  (a)  secure  pure 
milk,  pure  food  and  water;  (b)  provide  sanitary  streets, 
markets  and  public  conditions;  (c)  encourage  better  housing 
conditions  and  public  improvements  of  all  kinds. 

(6)  To  promote  exhibits  in  the  interests  of  labor-saving 
and  life-saving  devices,  of  child  welfare  interests,  of  indus- 
trial processes  and  products,  or  of  business  and  industrial 
efficiency. 

(7)  To  encourage  other  public  and  quasi-public  service 
institutions,  such  as  public  lecture  courses,  Chautauqua 
extension,  educational  moving  pictures,  public  playgrounds, 
recreational  and  educational  centers,  church  extension, 
social  settlements,  welfare  associations,  employees'  associa- 
tions, thrift  and  savings  institutions,  and  public  and  travel- 
ing libraries. 

(8)  To  train  leaders  for  effective  social  service,  as  the 
Association  has  been  training  boys  and  men  for  more  effec- 
tive commercial  and  industrial  work. 

d.     Cautions 

A  distinguishing  feature  of  Association  social  service  is 
the  desire  to  serve  others  as  well  as  those  within  Association 
membership,  and  the  community  at  large  without  corre- 
sponding pecuniary  reward.  The  danger  which  may  con- 
front any  Association  is  found  in  the  opportune  task  being 
larger  and  more  complicated  than  the  Association  is  prepared 
to  undertake.  In  such  service,  however  desirable,  great  care 
should   be   observed   that   the   Association,   by  unprepared 


242  ASSOCIATION  EDUCATIONAL  WORK 

activity,  does  not  diminish  or  limit  the  possibilities  of  future 
service.  An  institution,  like  the  individual,  in  order  to  find 
its  life  must  lose  it.  If  it  loses  itself  in  altruistic  service,  it 
v^ill  find  redoubled  strength  for  greater  service.  Among 
other  things  the  Association  should  constantly  endeavor  to 
counteract  every  appearance  of  a  threatening,  selfish  or 
commercial  spirit,  largely  a  product  of  modern  times,  v^^hich 
is  in  conflict  w^ith  Association  principles  and  with  the  teach- 
ings of  the  Master. 

5.     Exhibits  and  Contests 

a.  Value 

Demonstrations  in  connection  with  any  feature  of  educa- 
tional work,  especially  clubs  and  classes,  are  valuable  means 
of  arousing  interest,  directing  attention  and  stimulating 
thought. 

b.  Variety 

Among  such  features  may  be  included : 

(1)  Business  shows,  at  which  local  or  other  business  con- 
cerns or  interests  show  their  methods,  processes  of  manu- 
facture or  products.  Exhibits  and  demonstrations  of  mod- 
ern office  and  shop  appliances  elicit  substantial  interest  and 
may  be  incorporated  in  the  year's  program  of  instruction 
in  commercial  and  business  subjects. 

(2)  Contests,  such  as  stenographic  and  typewriting  speed, 
aeroplane,  show  card  writing,  window  dressing,  advertising 
writing,  music,  first  aid,  photographic  art,  illustration  and 
cartooning,  and  drafting.  Such  contests,  primarily  for 
Association  members,  may  well  be  opened  to  the  community. 

(3)  Expositions,  chiefly  for  boys,  in  which  all  boys  of 
the  community  may  exhibit  handicraft  products,  pets,  col- 
lections and  other  boy  life   interests.     Special  attractions 


EXHIBITS  AND  CONTESTS  243 

may  be  singing,  oratorical,  dramatic,  life-saving,  and  other 
contests. 

(4)  Exhibits.  At  any  time  displays  of  class,  shop  or 
laboratory  work,  as  drawing,  arts  and  crafts  articles,  and 
any  products  of  students'  efforts,  may  be  made  in  lobbies, 
parlors,  offices,  store  windows  and  elsewhere.  This  is  ex- 
ceptionally good  advertising. 

c.    Effects 

Associations  have  used  all  of  these  features  successfully, 
varying  them  with  circumstances  and  conditions.  Students 
and  club  members  can  always  be  expected  to  assist  in  ex- 
hibits, shows  and  contests  in  which  they  have  some  direct 
interest.  Business  men  may  be  encouraged  also  to  lend 
assistance  to  the  work  through  enlarging  their  cooperative 
interest  and  effort.  Such  features  are  particularly  attrac- 
tive to  boys  to  whom  the  idea  of  contest,  display  and  exhibi- 
tion is  especially  alluring. 


APPENDIX. 


I.    Development  of  the  Educational  Secretaryship. 

1.     History. 

In  the  fall  of  1892  Mr.  W.  H.  Coughlin,  who  for  a  year  or  two 
had  been  teaching  freehand  drawing  and  one  or  two  other  subjects 
in  the  Association  at  Brooklyn,  N.  Y.,  was  asked  by  Mr.  Edwin 
F.  See,  the  general  secretary,  to  give  half  of  his  entire  time  to 
definitely  promoting  the  educational  class  work,  the  lectures,  library 
and  reading  room  features  of  the  Association.  For  two  years  he 
thus  served  half  time,  and  from  1894,  gave  full  time  to  such  work, 
until  1906,  when  he  was  made  librarian  of  the  Brooklyn  Central 
Association  and  also  educational  secretary  "emeritus."  Thus  began 
the  work  of  the  educational  secretaryship,  W.  H.  Coughlin  being 
the  man,  and  Brooklyn  Central  the  Association. 

In  1892-93,  at  Springfield,  Ohio,  W.  J.  Frazer,  the  general  secre- 
tary, and  D.  F.  Graham,  a  skilled  mechanic,  both  with  a  conviction 
that  the  Association  should  be  helping  men  in  their  industrial  voca- 
tions, conducted  courses  in  pattern  making,  tool  making  and  cabi- 
net work,  all  supplemented  with  appropriate  mechanical  drawing 
and  shop  mathematics.  This  work  was  done  in  an  unused  part  of 
a  foundry  and  blacksmith  shop  two  blocks  from  the  Association 
building.  The  students  made  drawing  tables,  including  the  patterns 
for  the  iron  castings,  work  benches,  cabinets,  and  other  forms  of 
equipment,  thus  making  their  work  largely  self-supporting.  A  few 
Associations  purchased  the  drawing  tables  thus  made.  Such  was 
the  beginning  of  shop  work  or  vocational  training  along  industrial 
lines  in  the  Association. 

In  1894,  the  Association  at  Hartford,  Conn.,  employed  Mr.  N.  P. 
Work,  at  first  for  part  time  and  a  year  or  so  later  for  full  time,  to 
promote  educational  work  with  emphasis  on  wood  working,  manual 
and  industrial  training.  The  same  year  Mr.  W.  M.  Wood  began 
promoting  appropriate  educational  features  in  the  Chicago  Asso- 
ciation, giving  his  entire  time  to  it.  No  person  in  the  same  length 
of  time  has  done  more  than  he  to  help  the  Associations  understand 
and  appreciate  the  value  of  supplementary  educational  work  among 
boys  and  men.     The  same  year  Mr.  W.  M.  Sherman,  on  part  time 


APPENDIX  245 

at  first,  began  promoting  educational  work  at  the  Twenty-third 
Street  Branch,  New  York. 

In  1896,  Mr.  F.  P.  Speare  was  engaged  as  educational  director  of 
the  Boston  Association,  which  he  still  serves.  In  1896,  W.  F.  Hirsch 
began  a  similar  service  in  Buffalo.  In  1898,  J.  F.  Hill  entered  simi- 
lar work  at  Cambridge,  E.  A.  Purdy  in  Minneapolis,  and  Abram 
Ebersole  in  St.  Louis.  The  next  year  Mr.  W.  B.  VanAkin  began 
his  work  in  Detroit  and  A.  A.  Macurda  in  San  Francisco. 

Thus,  hastily,  we  have  noted  the  beginnings  of  the  educational 
secretaryship.  In  these  early  days  many  public  educators  made 
light  of  such  work  being  done  by  the  Young  Men's  Christian  Asso- 
ciation and  boards  of  directors  very  generally  opposed  it.  Through 
years  of  patient,  faithful  effort  on  the  part  of  these  early  secre- 
taries and  others,  a  small  number  of  Associations  began  gradually 
to  change  their  attitude  from  opposition  to  toleration,  and  then 
later  to  some  interest  in  promoting  appropriate  educational  work 
for  men  and  boys  under  Association  auspices.  These  pioneer  lead- 
ers often  served  for  only  half  time  and  with  small  salaries.  They 
were  men  of  deep  conviction,  of  much  patience,  and  with  the  firm 
belief  that  the  Association  had  an  equally  large  opportunity  and 
responsibility  to  help  men  and  boys  prepare  for  life's  duties  educa- 
tionally as  it  did  to  develop  them  in  health,  and  that  the  entire  train- 
ing of  a  man  for  best  results  must  include  Christian  character 
building.  As  such  no  more  important  phase  of  service  could  be 
attempted. 

Before  1896,  there  were  only  five  educational  secretaries,  with 
salaries  ranging  from  $400  to  $1100.  with  no  stenographic  or  cleri- 
cal help,  and  serving  from  ten  to  fourteen  hours  per  day  with  no 
time  to  themselves.  Now  (January,  1912)  each  of  the  seventy  Asso- 
ciations with  educational  supervision  has  from  one  to  ten  men  giv- 
ing their  entire  time,  either  as  assistant  secretaries  or  heads  of 
various  sections  of  the  educational  department.  The  salaries  for 
the  senior  secretaries  range  from  $1000  to  over  $2500,  they  have 
more  or  less  of  stenographic  help,  spend  an  average  of  less  than 
ten  hours  per  day  at  their  work,  and  have  one  day  and  often  two 
evenings  per  week  to  themselves. 

The  following  comparative  statement  shows  the  growth  of  some 
phases  of  this  work  from  the  beginning  of  International  encourage- 
ment : 


246  APPENDIX 

1893  1911 

1  Associations   with   educational   secretaries,  69 

5,790  Good  books  read,  629,796 

560  Lectures  and  practical  talks,  8,356 

162  Educational  clubs,  983 

500  Paid  teachers,  2,549 

12,000  Different  students,  61,851 

25  Courses  or  subjects,  120 

$60,000  Expenses,  $773,303 

0  Tuition  receipts,  $528,206 

0  Apprentice  schools.  12 

0  Day  work — students,  4,281 

0  Employed  Boys — class  work,  9,734 

0  Summer  schools — students,  2,938 

0  Educational  work  outside  building,  79 

2.    Facts  about  Educational  Secretaries. 

In  the  following  figures  only  the  senior  educational  secretaries 
who  have  served  two  years  or  more  are  considered. 

1.  In  the  educational  training  of  senior  educational  secretaries 
we  find  that  of  the  forty-seven  men  who  left  the  work,  26  per  cent 
had  a  public  school  training,  39  per  cent  a  secondary  school  and 
college  training,  and  35  per  cent  were  graduates  of  universities.  Of 
the  seventy  men  now  serving,  19  per  cent  have  a  public  school 
training,  45  per  cent  a  secondary  school  and  college  training,  and  36 
per  cent  are  graduates  of  universities. 

2.  As  to  their  ages,  fourteen  are  between  20  and  30,  thirty-five 
are  between  30  and  40,  seventeen  are  between  40  and  50  and  four 
are  over  50.    Seventy  per  cent  of  them  are  married. 

3.  The  number  reported  from  year  to  year,  shows  five  in  1895, 
eighteen  in  1900  and  seventy  at  present  (January,  1912). 

4.  The  tenure  of  service  is  of  much  interest.  Twenty-two  men 
have  served  a  minimum  of  two  years  previous  to  1911;  20  have 
served  three  years ;  16,  four  years ;  14,  five  years ;  12,  six  years ;  9, 
seven  years;  8,  eight  years;  7,  nine  years;  2,  thirteen  years;  and  2 
others,  sixteen  j^ears  or  more.  The  average  length  of  service  of 
these  men  is  a  little  over  five  years. 

5.  The  salaries  of  such  men  average  as  follows:  1892,  $400;  1895, 
$917;  1900,  $1216;  1905,  $1356;  1910,  $1491;  1912,  $1547. 

6.  The  following  men  have  given  full  time  as  senior  educational 
secretaries  eight  years  or  more :  L.  B.  Austin,  now  of  Los  Angeles, 
ten ;  H.  M.  Gerry,  now  at  Cambridge,  nine ;  H.  A.  Woodcock,  now 
at  Seattle,  nine;  J.  G.  Perkins,  Chicago,  nine;  W.  F.  Hirsch,  eight; 
W.  H.  Sherman,  eight;  P.  R.  Lawton,  now  at  Dayton,  eight;  J.  F. 


APPENDIX  247 

Hill,  eight;  W.  M.  Wood,  nine;  A.  G.  Bookwalter,  nine;  W.  B. 
VanAkin,  thirteen;  W.  H.  Coughlin,  thirteen;  F.  P.  Speare,  Boston, 
sixteen;  G.  B.  Hodge,  nineteen. 

3.    Why  Men  Remain. 

A  more  or  less  careful  study  of  local  conditions,  qualifications  and 
characteristics  of  men  who  have  left  the  educational  secretaryship, 
reveals  the  following  reasons:  (a)  Lack  of  encouragement  and  co- 
operation of  the  Board  of  Directors,  Committee,  general  secretary 
and  other  officers.  This  is  perhaps  the  chief  reason  for  so  many 
leaving  the  work  entirely — specially  of  those  whose  other  qualifica- 
tions would  lead  them  to  be  successful,  (b)  Anxiety  to  be  independ- 
ent and  freed  from  the  kind  of  relationships  in  team  work  which 
seem  so  very  necessary  for  the  life  of  an  Association,  (c)  Dis- 
satisfaction with  the  salary  and  offers  of  larger  salaries  elsewhere, 
(d)  A  rather  limited  supply  of  real,  earnest  Christian  conviction 
about  this  kind  of  educational  service  among  boys  and  men.  (e) 
Restless,  team-work  qualities  small  or  lacking,  impatient,  ambitious 
for  a  showing  in  large  numbers  with  comparative  little  interest  in 
increasing  quality  and  efficiency. 

Among  the  conditions  and  qualities  prominent  in  the  majority  of 
the  men  who  remain,  often  declining  offers  of  larger  salaries,  are 
the  following:  (a)  Strong  Christian  character  and  a  deep  convic- 
tion concerning  the  place  of  the  Association  educationally  in  helping 
boys  and  men.  (b)  Encouragement  and  cooperation  from  the  sec- 
retary, the  board,  and  other  officers,  (c)  Qualities  of  successful 
team  work,  including  helpful  cooperation  with  other  departments, 
(d)  Patience,  tact,  faithfulness,  foresight,  (e)  A  firm  belief  in 
quality  of  service  rather  than  in  quantity,  (f)  A  realization  of  the 
cumulative  value  of  continuous  service  in  educational  work — a  fact 
of  greater  value  in  this  department  than  in  any  other  department, 
because  of  the  growing  standards  in  educational  matters  recognized 
by  the  public. 

Of  the  forty-seven  senior  educational  secretaries  who  have  served 
two  years  or  more  and  then  left  such  position,  25  per  cent  have 
entered  business  pursuits  of  various  kinds ;  30  per  cent  have  entered 
the  professions,  either  teaching,  the  ministry  or  settlement  service; 
and  45  per  cent  have  entered  other  positions  in  the  Young  Men's 
Christian  Associations,  most  of  them  that  of  general  secretary. 
Indeed,  from  the  ranks  of  educational  secretaries,  a  larger  propor- 
tion of  general  secretaries  have  been  drawn  than  from  the  physical, 
l>ovs'  and  religious  secretaries  combined. 


248  APPENDIX 

With  the  development  of  this  work  in  its  tenfold  variety,  its  five- 
fold membership,  its  many  fold  increase  in  quality  and  efficiency, 
its  hundredfold  financial  interests — there  come  corresponding  in- 
creased demands  for  ability  and  training  of  men  as  educational  sec- 
retaries and  for  higher  quality  and  character  of  w^ork  done  among 
boys  and  men.  The  educated  public  invariably  unconsciously  meas- 
ures our  work  by  its  own  standards  of  quality  and  efficiency. 

II.     State  Educational  Supervision. 

In  1900,  George  S.  Budd  was  employed  by  the  State  Committee  of 
Massachusetts  and  Rhode  Island  to  encourage  and  promote  Asso- 
ciation educational  work  throughout  the  Associations  of  the  two 
states.  He  gave  his  entire  time  to  such  wise  promotive  effort.  This 
proved  to  be  one  of  the  best  steps  yet  taken.  In  1903,  being  called 
to  the  state  secretaryship  of  Ohio,  he  was  succeeded  by  A.  G.  Book- 
waiter,  who  efficiently  served  in  that  capacity  seven  years,  when  he 
in  turn  became  state  secretary  of  Ohio.  Mr.  W.  C.  Smith  succeeded 
Mr.  Bookwalter  in  Massachusetts  and  Rhode  Island  in  1910. 

Following  the  example  of  Massachusetts,  the  state  committee  of 
Ohio  in  1901  similarly  employed  George  B.  Landis  as  state  educa- 
tional secretary.  With  the  exception  of  the  interval,  1904-05,  Mr. 
Landis  successfully  served  his  constituency  until  1908,  since  which 
time  he  has  been  in  the  general  secretaryship,  at  present  in  Aurora, 
111. 

In  1907,  New  Jersey  State  Committee  similarly  employed  M.  A. 
Leiper.  He  served  one  year.  In  1910,  New  York  State-  Committee 
employed  E.  C.  Myers  to  give  half  time  as  its  state  educational  secre- 
tary.   He  resigned  May  1,  1911. 

Money  invested  in  the  right  kind  of  men  promoting  educational 
work,  by  any  state  committee,  proves  to  be  one  of  the  best  invest- 
ments made.  Such  service  strengthens  the  large  Associations  with 
their  educational  secretaries,  and  materially  aids  all  the  smaller 
Associations. 

III.    The  Educational  Secretaries  Association. 

In  1895,  at  Springfield,  Mass.,  the  first  Association  of  Educa- 
tional Secretaries — then  called  directors — was  organized,  consisting 
of  the  following  men  as  charter  members :  W.  H.  Coughlin,  Brook- 
lyn; W.  H.  Sherman,  New  York;  W.  P.  Shriver,  Baltimore;  R.  W. 
Putnam,  Kalamazoo,  Mich. ;  D.  F.  Graham,  Springfield,  Mass. ;  and 


APPENDIX  249 

G.  B.  Hodge,  New  York.  The  session  was  held  in  connection  with 
the  International  Convention.  An  elementary  constitution  was 
drawn  up  and  those  present  felt  that  an  important  step  had  been 
taken.  Interest  in  educational  work,  fostered  by  the  International 
exhibits  at  Indianapolis,  the  Chicago  World's  Fair  in  1893,  and  the 
International  Convention  in  '95,  was  relatively  strong  and  popular 
for  those  days.  With  the  exception  of  a  small  group  session  in 
Mobile  in  '97,  and  at  Grand  Rapids  in  '99,  no  regular  sessions  were 
called  until  1901,  when  a  two  days'  conference  was  held  in  New 
York,  and  the  society  of  Educational  Secretaries  was  really  re- 
organized with  seven  names.  At  the  conference  of  1902,  in  Mt. 
Lake  Park,  Md.,  progress  was  made  toward  a  statement  of  the 
fundamental  objects,  and  principles  of  Association  educational  work. 

In  1893,  at  Lakewood,  N.  Y.,  an  epoch  making  conference  was 
held  with  a  relatively  large  attendance, — there  being  11  members  of 
the  society  present.  The  constitution  as  we  practically  have  it  at 
present  was  then  prepared  and  adopted  and  the  society  was  made 
the  first  loyal  son  of  the  parent  organization  of  the  Employed  Offi- 
cers Association.  ■  The  constitution  and  policy  became  the  example 
of  several  other  organizations  as  boys',  religious  work,  and  employ- 
ment secretaries. 

The  important  sessions  of  the  conference  at  Buffalo  in  1904,  at 
Niagara  Falls  in  1905,  Indianapolis  in  1906,  Washington  in  1907, 
Atlantic  City  in  1908,  and  Omaha  in  1909,  have  each  been  character- 
istic, practical,  helpful  and  constructive.  The  attendance  has  usually 
been  small.  Each  year  has  shown  a  larger  variety  of  interests,  more 
complex  relationships  with  which  to  deal,  and  the  steadily  growing 
respect  and  support  of  the  public.  As  the  educational  work  develops 
it  necessarily  is  vitally  concerned  for  the  best  good  of  men  and  boys 
in  the  city,  railroad,  county,  colored,  army  and  navy,  and  indus- 
trial departments.  Thus  special  attention  by  specific  men  must  be 
given  to  these  various  departments.  Then,  too,  we  are  beginning 
to  see  a  closer  relationship  between  the  educational  and  the  religious 
work,  and  the  physical  work. — as  in  the  joint  conferences  of  edu- 
cational with  boys'  or  physical  men  in  1911.  Indeed  no  phase 
of  work  or  department  can  stand  alone  to-day  and  best  serve  its 
purpose. 

One  of  the  most  significant  steps  of  this  educational  society  was 
taken  at  Atlantic  City  in  1908,  when  commissions  were  organized 
for  definite  study  and  research  of  important  phases  of  educational 
work.  Much  good  has  already  resulted  from  these  commissions  and 
we  look  for  far  greater  development  in  the  future. 


250  APPENDIX 

IV.     Necessity  for  Study  of  Association  Educational  Work. 

Men  who  make  good  in  the  majority  of  positions  today  are  those 
who  have  been  obliged  to  give  from  five  to  ten  years  to  a  study  of 
the  history,  principles  and  policies  governing  the  work  of  the  posi- 
tion held.  The  day  is  past  when  the  "jack-of-all-trades"  can  accom- 
plish much  in  any  distinct  vocation,  much  less  in  any  effective  mod- 
ern Association  service.  The  successful  electrician  has  given  years 
of  study,  research  and  laboratory  practice  to  the  ever  increasing 
complex  problems  interwoven  with  the  expanding  science  of  elec- 
tricity. So  it  is  with  the  even  more  rapidly  growing  interests  of 
applied  chemistry  in  its  relation  to  industry,  manufacture  and  mod- 
ern life. 

The  men  who  are  to  successfully  carry  the  burdens  of  educational 
leadership  in  local  Associations  ten  years  hence  must  spend  increas- 
ing time  and  thought  on  the  ever  enlarging  variety  of  problems  and 
policies  concerning  appropriate  educational  facilities  among  men  and 
boys,  and  the  progress  made  toward  the  solution  of  some  of  these 
problems,  not  only  by  the  Young  Men's  Christian  Association,  but 
by  many  of  the  educational  movements  of  the  present  day. 

,To  this  end  the  Association  training  schools  at  Chicago  and 
Springfield  are  giving  more  and  more  thought  each  year.  The  train- 
ing centers  in  a  few  local  Associations  afford  opportunity  for  some 
such  study  of  educational  work.  This  book,  "Association  Educa- 
tion Work  for  Men  and  Boys,"  is  provided  as  a  complete  handbook 
for  such  study  by  individuals,  either  alone,  in  training  centers,  sum- 
mer schools  or  elsewhere. 

Any  person,  either  as  educational  secretary  at  present,  or  planning 
to  enter  such  service,  is  urged  to  make  a  careful,  thoughtful  and 
rather  lengthy  study  of  the  material  in  this  volume.  If  he  can  sup- 
plement such  study  for  two  or  three  years  by  visitation  of  various 
forms  of  educational  activity,  carry  on  the  suggested  reading 
courses  for  educational  secretaries  and  attend  the  summer  schools 
for  such  men  in  July  and  August,  he  will  find  such  study  not  only 
absolutely  necessary,  but  one  of  his  best  investments  for  successful* 
Association  service. 

V.     Summer   Schools   for   Educational    Secretaries. 

The  following  is  a  brief  outline  of  the  topics  covered  annually  in 
August  at  Silver  Bay,  N.  Y.,  in  a  three-year  course  for  educational 
secretaries.     The   course   is    adapted    to   meet   the   experience   and 


APPENDIX  251 

maturity  of  the  men.  It  includes  systematic  work  five  periods  per 
day, — one  of  which  is  in  Bible  study,  one  in  Association  principles 
and  fundamentals,  and  three  in  technical  educational  topics.  The 
work  is  made  more  and  more  helpful  and  practical  each  succeeding 
year.  A  similar  course,  at  present  covering  the  first  two  years,  is 
given  at  Lake  Geneva,  Wis.,  annually  in  July. 

First  Year — This  course  is  limited  to  Association  officers  and 
others  who  have  had  but  little  experience.  It  involves  one  daily 
session  in  Bible  study;  one  in  Association  principles;  eight  ses- 
sions on  fundamental  educational  principles;  ten  on  educational 
features;  and  fifteen  on  methods.  It  involves  such  topics  as:  How 
study  the  field;  how  to  advertise;  how  to  secure  teachers;  how  to 
organize  and  conduct  class  work;  the  educational  secretary,  his 
qualifications  and  duties;  finances  and  many  other  topics. 

Second  Year — This  course  is  limited  to  those  who  have  com- 
pleted the  first-year  course,  or  its  equivalent  in  a  number  of  years 
in  successful  service.  It  includes  one  session  daily  in  Bible  study; 
ten  sessions  on  history,  principles  and  pedagogy  of  Association 
educational  work,  ten  on  educational  features  and  their  extension ; 
and  twelve  on  administration  and  conduct.  It  includes  such  topics 
as:  Association  pedagogy,  industrial  education,  apprentice  schools, 
the  budget,  text  books  and  courses,  day  work,  vocational  guidance, 
special  schools  and  others. 

Third  Year — The  course  is  limited  to  those  who  have  completed 
the  work  of  the  second  year.  In  addition  to  Bible  study  daily,  it 
includes  eight  sessions  on  supervision,  history  and  principles;  ten 
on  features,  problems  and  administration ;  and  sixteen  on  seminar 
work  in  which  each  student  has  spent  many  days  in  research  and 
study  preparing  his  thesis  beforehand,  and  in  which  he  is  required 
to  defend  the  same  before  the  Institute  for  one  or  two  sessions. 
It  also  includes  some  advanced  problems,  conferences  and  work 
with  one  or  more  outside  authorities.  Satisfactory  completion  of 
the  requirements  for  the  three  years'  course  entitles  one  to  receive 
the  honors  of  graduation.  Seventeen  men  have  wqn  such  honors  in 
the  past  three  years. 


INDEX. 


Adaptation 25 

Administration 28 

and  Supervision 100 

of  Extension  Work 174 

of  Clubs 59 

Admission— Class  Work 67 

Advertising— Principles,  Prepara- 
tion, Make-up. 123 

Educational  Policy 34 

Railroad  Educational  Work 160 

Advisory  Committee 106 

Ages  of  Students 80 

Agricultural— Rural  Science 65 

Subjects  for  Boys 202 

Training— Opportunity,    Meth- 
ods, Subjects 231 

Aid  Local  Teachers 78 

Aim 25 

All-round  Work 73 

Altruistic  Service 31 

Apprentice,  Schools— Public,  Asso- 
ciation   216 

Continuation  Schools l'->0 

April 154 

Art  Principle— Industry 224 

Association— Educational  Secreta- 
ries   112 

Association's  Opportunity 10 

Associations  with  Educational  Sec- 
retaries    109 

Attendance  German  Schools 212 

Attitude  to  Educational  Work 120 

Bent— Discover 13 

Bible  Classes— Educational  Secre- 
tary     35 

Bible  Study 34 

Blackboards 137 

Blind  Alley  Jobs 17 

Boys— Attendance  High  School...    24 

Drop  Out 8 

Graduate 87 

Group  Courses— I.  and  II 77 

Leave ,. . . .      7 

Remain  in  School ' 15 

Rooms 132 

in  Evening  Schools 190 

Summer  Schools 194 

Work  in  General 178 

Books  and  Library 29 

Budget 144 

Educational 33 

Capacity  for  Service 13 

Card— Catalog  System 68 

Enrolment 150 

Report 149 

Cash  Value— Education 18 

Caution    Social  Service 241 

Chamber  of  Commerce 14 

Christian  Character 15 

Chronological 152 

Church 11 

City  Men  and  Boys 158 

Civic  Training— Condition,  Ne^ids, 

Methods,  Programs 235 

Class  Lecture  Series 29 


Class  Lecture  Series— Definitions, 

Organization,  Conduct,  Finances  52 
Class  Work— Schedule,  IDivisions, 
Terms,  Admission,  Tuition  Fees, 
Sessions,  Rules,  Courses  of 
Study,  Special  Courses,  Text 
Books,  Teachers,  Examinations, 

Summary 62-91 

Class  Work  —  Boys  —  Principles, 
Working  Boys'  School,  Summer 
School,     Equipment,      Variety, 

Methods,  Use  of  Shops % 191 

Inspection 93 

Records 145 

Sessions 73 

Classification— Clubs 54 

Expenses 140 

Students 66 

Closing  Exercises . .   90 

Club— Principles,  Classification, 
Variety,  Relation  to  Other  Fea- 
tures, Organization,  Two-fold 
Purpose,  Ups  and  Downs,  Con- 
duct and  Administration 54 

Boys'— Principles,  Importance, 

Leadership,  Organization 189 

Application  Blank 150 

Rooms 134 

Study  of  Field 120 

Colored    Men    and    Boys— Needs, 

MeT  hods 171 

Coming  Americans 31 

Commerce,  Trade,  Industry 17 

Commercial— and  Business 64 

and  Business  Colleges 119 

Course 76 

and  Language  Work  Rooms 135 

Committee— Educational 102 

Railroad  Educational  Work 159 

Community  Program 164 

Comparison— Cost  Public  School — 

Association  Education 201 

Competition 26 

Composition  Educat'l  Committee.  103 
Conduct— Association   Apprentice 

Schools 219 

Boys'  Reading  Rooms 185 

Boys'  Summer  Schools 194 

Class  Lecture  Series 53 

Clubs 59 

Day  Work 97 

Exhibits— Expositions 206 

Industrial  Schools 210 

Lectures 44 

Librarv 187 

Practical  Talks 46 

Reading  Room 39 

Tours  and  Trips 50 

Conference  with  Students 92 

Conserving  Results 120 

Continuation  Schools 215 

Cost-Advertising 125 

Educational  Work- per  Capita..  162 

Education 57 

Public  Schools 61 


INDEX 


253 


Courses  of  Study— Group  and  Sub- 
ject     76 

Criminal  Tendency    86 

Cultivating  Interests 122 

Dates— Examinations 89 

Daytime— Continuation  Schools...  215 
Day  Work  (Educational  Policy). . .    82 
Day  Work— Opportunity,  Reasons, 
Organization  and  Conduct,  Sum- 
mary      94 

December 168 

Decline— Public     School    Attend- 
ance   179 

Definitions— Class  Lecture  Series.    32 

Dramatics 204 

Educational  Secretary 112 

Lectures 43 

Social  Service 240 

Different— Groups 158 

Students 66 

I  divisions— Class  Work 64 

DoesEducationalSupervisionPay?  Ill 
Dramatics— Definition,   Purpose, 

Subjects 204 

Drawing— Instruments  and  Paper  138 
Duties— Educational  Committee..  10 i 

Educational  Secretary 109 

Earning  Power 18 

Economics— Educational    Train- 
ing      17 

Educational— Budget 139 

Classes 30 

Clubs 30 

Committee 102 

Needs 10 

Privileges 14 

Program  in  Camp 199 

Schedule 63 

Secretary 107 

Secretary  vs.  Director 113 

Secretary— Title 112 

Secretary's  Office 183 

Secretaries'  Association 112 

Trips 29 

Trips— Boys' 199 

Value  Leadership— Boys' 207 

Work  Among  Boys 196 

Educatograph 156 

Effective    Means— Keep    Boys  in 

School 181 

Electrical  Course 77 

Encouragement— 1893-1900 22 

or  Supervision 25 

Endowment 141 

Engineering— Rooms. 185 

England,  In 20 

English— Coming  Americans 176 

Enrolment  CaroT 160 

Equipment 132 

Boys'  Class  Rooms 197 

Boys'  Rooms 188 

OuUide  Building 182 

Students' 188 

Essentials  (Administration) 101 

Examinations 89 

Inaugurated 23 

Example  -German    Apprentice 

Schools 218 

Exeter  Hall  Lectures 80 

Exhibits  and  ContesU- Value,  Va- 
riety, Effects 842 


and  Expositions 806 

and  Museums— Industrial 286 

Existing  Educational  Facilities...  119 

Expansion  -1900 23 

ot  Program 74 

Expenditures— Classified 140 

Expense  Educational  Work 177 

Efducational  Supervision 104 

Experience— Industrial  Education  209 

Vocational  Guidance 229 

Extension— Features 81 

Work 172 

Faculty— Organization 84 

Room 184 

Features— General 89 

Extension  Work 174 

Railroad  Educational  Work 169 

Fees— Principle 60 

Size  and  Variety 71 

Tuition 60 

Finances— Class  Lecture  Series...    68 

Lectures 46 

Railroad  Educational  Work 161 

First— American  Association 21 

Educational  Features 20 

Year— Reading  Course 116 

Flexibility 88 

Formal  Lectures 89 

Forms  of  Social  Service 240 

Furnishings— Boys'  Rooms 188 

General— Teachers 87 

German  Continuation  Schools  ....  212 

Gifts  for  Education 129 

Government  Support  and  Super- 
vision—Industrial Work 228 

Group  Courses— Commercial, 
Shorthand,  Practical  Mechanics. 
Electrical,    Piunvbing,  Boys' 

Group  Courses  I.  and  II 76 

Industrial  Subjects 228 

Group  Program— Rural  Work 168 

High  School  vs.  Association 88 

History,  Principles,  Policy 20 

Hours 78 

Illiteracy 8 

Importance— Administration 100 

Advertising 128 

Cultivating  Interest 128 

Directed  Reading— Boys' 186 

Educational  Budget 189 

Educational  Secretary 107 

Examinations 89 

Railroad  Educational  Work 168 

Records,  etc 144 

Thrift 238 

Training    Educational    Secreta- 
ries   114 

Visual  Instruction 887 

Improved  Service 16 

Income-Educational  Endowments  141 

Increased 18 

Increased  Earning  Capacity 17 

Industrial— Education 800 

Exhibits— Museums 886 

Government  Support— Supervi- 
sion    828 

Laboratory  Rooms 185 

Technical 64 

Technical  Institutes 180 

Workers 188 

Inspection— Class  Work 08 


254 


INDEX 


Inspiration 13 

Institutes  — Conferences  — Attend- 
ance Educational  Committee 106 

Intelligent  Labor 16 

Introduction— Survey 7 

January —February 154 

July— August 15i 

Keep  Boys  in  School 180 

Know  Your  Community 121 

Language— Academic 65 

Law— Continuation  Schools- 
Foreign  214 

Leadership  Among  Boys 21)7 

Boys'  Clubs 189 

Lectures— Definition,   Subjects, 
Organization,  Conduct,  Finances    43 

Lecture— Course 120 

Room 134 

Leisure  Time 12 

Length  of  Courses lO 

Library 41 

Boys^  Books,  Selection,  Equip- 
ment, Conduct,  Supervision,  Sug- 
gestions   186 

Location 133 

Libraries— Study  Field 120 

Life  Earnings— Workmen 238 

Lighting 137 

Local  Needs  -Class  Work 91 

Location— Equipment 41 

—Rooms laS 

Machine— Building  Trades 64 

Males— in  School 28 

Teachers  Necessary 88 

Wage  Earners 169 

March 154 

May — June 155 

Mechanics 147 

—Course 77 

Membership 27 

Men— Boy s  in  School 43 

Methods— Teachers 86 

Advertising 126 

Agricultural  Training 231 

Boys'  Class  W^ork lOS 

Civic  Training 236 

Colored  Educational  Work 171 

Cultivating  Interest 122 

Keeping  Boys  in  School 181 

Practical  Talks 47 

Thrift 233 

Visual  Instruction 23S 

"Vocational  Training 230 

Work  for  Colored  Men 171 

Methods— Features  Industrial 170 

Money  V'alue  Education 19 

Museums— Location 133 

Nature— Principles 100 

—Scope 11 

Necessity  for  Training 114 

Needs— Colored  Men— Boj'S 171 

Civic  Training 235 

Men— Bovs 119 

Next  Decade  Industrial  Work 209 

North  America 21 

Now  or  Never 124 

Number — Days'     Schooling      per 

Year  per  Person 96 

Men  Employed  Educational  Sec- 
retaries    117 

Object— Boy's  Work  . .-. 179 


Boys' Practical  Talks 188 

Practical  Talks 46 

Objective— Educational  Work 11 

Educational  Policy 34 

Railroad  Educational  Work 159 

Rural  Educational  Work 162 

Objects— Some 27 

October— November 153 

O  c  c  u  p  a  ti  o  n  s— Office,  Salesmen, 
Agents,  Professional,  Mechanics, 

Tradesmen 147 

Males— 10  Years  and  Over 148 

Men  in  Class  Work 149 

Occupational  Training 9 

Office— Details 93 

Men 147 

Methods 153 

Officers 101 

Official  Resolution 70 

Opportunity— Agricultural  Train- 

mg 231 

Agricultural  Subjects— Boys'. ..  202 

Association 10 

Day  Work 94 

Educational  Camps 199 

Vocational  Guidance 229 

Opposition— 1851-1866 21 

Organization— Apprentice  Work..  217 

Class  Lecture  Series 53 

Clubs 56 

Clubs-Boys' 191 

Day  Work 97 

Exhibits— Expositions 206 

Faculty 84 

Tours— Trips 50 

Organization  and  Conduct 33 

Outlines  of  Courses 78 

Outside  Building 27 

Equipment 132 

Per  Cent— Association  Members..    77 
Male  Teachers— Public  School. . .    88 

Personal  Investment 27 

Personal  Work 35 

Pioneer  Service 16 

Plumbing— Course 77 

Rooms 136 

Policy— Association 25 

Educational 28 

Practical     T  a  1  k  s— Educational 

Policy 29 

Practical  Talks-  Object,  Conduct, 
Speakers  and  Subjects,  Methods, 

Topics 46 

Boys— Principles,  Value  and  Ob- 
ject   188 

Preparation— Advertising 129 

vs.  Occupation 227 

— Vocational 51 

Principles 24 

Principle  s— Administration  and 

Supervision 91 

Advertising 125 

Boys'  Class  Work 191 

Boys' Clubs 189 

Boys'  Practical  Talks 188 

Clubs 54 

Extension  Work 172 

Fees 60 

Practical  Talks 47 

Tours  and  Trips 49 

Visual  Instruction 237 


INDEX 


255 


Private— and  Parochial 

Tutors 

Privileges— Educational 

Problem,  A 

Producing  Power-  Labor 

Productive  Power— Weekly  Wage 
,  Professional  Men 

Program-Boys' Agricultural  Work 
Boys'  Camp  Educational  Work. 

Boys'  Summer  Schools 

Civic  Training 

Commencement  Exercises 

Continuation  Schools 

Expansion 

Railroad  Educational  Work 

Rural  Educational  Work 

Promotion 

Special  Schools 

Public— Day  Schools 

Evening  Trade  Schools 

Night  Scnools 

Vacation  Schools 

Publications 

Purpose 

Boys'  Agricultural  Work 

Clubs 

Dramatics 

Exhibits— Expositions 

Qualifications— Educational  Secre- 
tary  

Quality— Industrial  Training 

Railroad  Men— Educational  Work 
—Importance,  Objective,  Fea- 
tures, Supervision,  Program, 
Finance,  Advertising 

Reading  Cour  ses 

Reading  Room— Selection  Period- 
icals, Conduct,  Supervision,  Sys- 
tematic Reading 

Boys'— Conduct,  Location 

Educational  Policy 

Reasons— for  Day  Work 

for  Extension  Work     

Receipts  from  t'ees 

Records— General 

Form— Reports 

Regulations,  Examinations. 

Relation— Life  Work 

Club  to  Other  Features 

Shop  and  School 

Relationships— Educational  Secre- 
tary  

Religious  Instruction— England 

and  Germany 

In  Schools 

Report  Cards 

Responsibility— Day  Work 

Revenue— Sources 

Rooms  -  Location,  Equipment 

Boys'  Rooms 

Class  Rooms— Commercial,  Lan- 
guage, Industrial,  Science,  Lab- 
oratory, Plumbing.  Pipe  Fitting, 
Sho  >  Work,  Steam  Engineering. 
Wood  and  Iron  Work,  Trade  and 

Shop  Practice 

Club  Rooms 

Educational  Secretary's  Office.. 

Faculty  Room 

Lecture  Room 

Library 


120 
120 
14 
36 
213 
183 
147 

mi 

199 
195 
237 

91 
216 

74 
160 
163 

13 

82 
119 
217 
119 
119 


108 


116 


56 


110 

88 
86 
149 
04 
141 
188 
1S8 


186 
184 
183 
184 
134 
188 


Study  Room 188 

Rules— Class 76 

Rural  Work— Object,  Variety,  Pro- 
gram    162 

Sage  Foundation 8 

Salaries  of  Young  Men 72 

Salesmen 147 

Sample— Small   Educational 

Budget 143 

Good  Sized  Educational  Budget  144 

Schedule— Educational 63 

Simple 76 

Schools— Apprentice 216 

Apprentice— Association 217 

Apprentice— Public 216 

Apprentice— Continuation 120 

Boys'  Summer  School 194 

Commercial  Schools 119 

Continuation— Day 215 

Evening  Trade  School 217 

German  Trade  School 212 

Industrial— Technical  School....  120 

Private— Parochial 120 

Public  Day  School 119 

Public  Night  School 119 

Public  Vacation  School 1 19 

Trade— Continuation 226 

Training  Schools 116 

Working  Boys'  Schools 192 

Scope  and  Nature 11 

Second  Year  Reading  Course 116 

Secretary — Educational 107 

—vs.  Director 113 

Secretaries'     Association— Educa- 
tional    112 

Selection— of  Books 186 

of  Periodicals  89 

September  152 

Sessions  -  Class 78 

Educatitmal  Committee 105 

per  Week 78 

Shop  Work 137 

Boys' 196 

School  Relation 224 

Shops— Supplemental  Use 198 

Shorthand  Course 76 

Size  —Educational  Committee 102 

Fees 71 

Social  Science 64 

Social  Service— Survey,  Definition, 

Forms,  Caution 288 

Soldiers— Sailors 168 

Sources  of  Revenue 141 

Speakers  -  Practical  Talks 47 

Special— Courses 32 

Railroad 65 

School  or  Course s— Discover 
Needs,  Leader  or  Teacher,  Pro- 
motion      81 

State  Educational  Secretary 118 

Steam  Engineering  Rooms 136 

Student— Councils    .     107 

Rallies 98 

Student's  Equipment 138 

Students— Association  Classes....    30 

Classified 66 

Tuition  Fees 70 

Study  of  Field 117 

Study  Room— Location 188 

Subject— Agricultural  Training...  289 
Agrriculture  for  Boys 202 


256 


INDEX 


Boys'  Supplemental  Class 195 

Courses 77 

Dramatics 205 

Lectures  44 

Practical  Talks 47 

Suggestions— Boys' Reading  Room  188 

Summary— Class  Work 91 

Day  Work 98 

Records,  Reports 150 

Summer— Institutes 115 

School  s— Boys' — Conduct,  Pro- 
gram    194 

Supervision— vs.  Administration..  100 

Boys'  Reading  Room 187 

—Expense 104 

Extension  Work 174 

and  Promotion  .   32 

Railroad  Educational  Work 159 

Reading  Room 39 

Supplementary 15 

Survey— Introduction 7 

Sympathetic  Employees 16 

Systematic  Readmg 40 

Talk  Topics 48 

Teachers— Kind— Salaries 84 

Industrial  Work 211 

Leaders 26 

Meetings 93 

Summary 92 

Ten  Dollars  a  Day 182 

Terms 92 

Class  Work 66 

Text  Books 82 

Summary 92 

Student's  Equipment 138 

Third  Year  Reading  Course 117 

Three  Kinds— Students 70 

Thrift— Importance,  Methods 233 

Time  Spent— Industrial  Subjects.  223 

Title— Educational  Secretary 112 

Toleration  1866-1880 22 


Tours  and  Trips.  Educational- 
Principles,  Places,  Value,  Organ- 
ization      49 

Trade— Continuation  Schools 225 

Tradesmen— General 147 

Training— Centers 117 

Schools 115 

Trips,  Educational— Boys 199 

Tuition  Fees 69 

Summary 92 

Tutoring 31 

Twofold  Purpose— Clubs 58 

Type— Industrial  Work 168 

Ups  and  Downs— Clubs 68 

Value— Boys'  Practical  Talks 188 

Educational  Work 12 

Exhibits— Contests 242 

Supervision Ill 

Study  of  Field 121 

Tours  and  Trips , 49 

to  Employers 16 

to  Men 12 

to  Public 16 

Variety— Boys'  Class  Work 197 

Clubs 55 

Exhibits  and  Contests 242 

Fees 71 

Rural  Work 163 

Work  in  Educational  Camps 200 

Visual  Instruction— Principles, 

Importance,  Methods 237 

Vocational  Guidance — Experience, 

Opportunity,  Methods 228 

Training 210 

Vocations— Preparation 51 

Wage  Capacity 18 

Weekly  Wage— Boys 182 

Various  Industries 222 

Who's  Who 19 

Education  and  Careers 99 

Working  Boys'  School 192 

Yearly  Incomes 185 


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